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Course Description This Youth Workers and Leadership: Part 2 course is designed to help you gain a better understanding of many areas of youth work and leadership development. You will gain a stronger knowledge of the framework of social work as a career (in its relation to youth work) and how an individual can plan their education and job expectations. Additionally, you will get introduced to the most effective methodologies for driving social change and awareness as part of youth and development work. You will also acquire the requirements needed to work with individuals with mental health disorders and how this automatically fits in with youth and social work. Furthermore, you will comprehend how social work and youth work ties into the UK Criminal Justice system. Join the course today to strengthen your Youth Work and Leadership skills! Learning outcome  Learn about the responsibilities of a professional social worker Explore the effective methods for promoting social change and raising awareness Strengthen your mental health to fit in with youth and social work Understand how social work and youth work intersect with the criminal justice system in the UK How Much Do Youth Workers Earn? Senior - £30,000(Appx.) Average - £22,000(Appx.) Starting - £19,000(Appx.) Requirement Our Youth Workers & Leadership: Part 2 is fully compatible with any kind of device. Whether you are using Windows computer, Mac, smartphones or tablets, you will get the same experience while learning. Besides that, you will be able to access the course with any kind of internet connection from anywhere at any time without any kind of limitation. Youth Workers & Leadership: Part 2 Module 01: Youth Work as a Career (Social Work) 00:22:00 Module 02: Social Influences 00:21:00 Module 03: Youth Work in Mental Health 00:28:00 Module 04: Social Work and Criminal Justice 00:20:00 Assignment Assignment - Youth Workers & Leadership: Part 2 00:00:00

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

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.

Inspiring, interactive and unique 4-hour CPD certified training on Communication and Co-production with Parents/Carers

Understand what is meant by the term menopause and why we need to talk about it. Know how menopause can affect someone at work, and how to support colleagues experiencing it.

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

About this Virtual Instructor Led Training (VILT) This 5 half-day Virtual Instructor Led Training (VILT) course covers carbon capture and geological storage of carbon dioxide. Burning fossil fuels for energy is a major source of carbon dioxide emissions to the atmosphere. Most anthropogenic (man-made) carbon dioxide is emitted by coal-fired or gas-fired power plants, and significant quantities of carbon dioxide are emitted through the production and separation of carbon dioxide-rich natural gas and industries such as cement, iron and steel. Carbon Capture Utilization and Storage, or CCUS, involves the long-term storage of captured carbon dioxide emissions in subsurface geologic formations. This VILT course covers all aspects of CCUS including transport, storage and monitoring, economics and community engagement. It explores in detail the challenges of the current technology of geological storage, monitoring and verification including examples from working projects around the world. Many of these technologies are commonly employed by the petroleum industry. Successful deployment of CCUS will also require economic incentives, appropriate regulation, clarity on liability issues and acceptance by the community. These aspects of CCUS, and the corresponding opportunities for appropriately skilled organisations and individuals also will be discussed. Course Content at a Glance Context for CCS/CCUS as An Emissions-reduction Measure Principles of Geological Storage Finding Geological Storage Sites Stationary Sources of Carbon Dioxide for Capture Carbon Dioxide Capture Technologies Compression and Transport of Carbon Dioxide Economics of CCS/CCUS Community, Safety, Legal & Regulatory Issues Risk Assessment Training Objectives Upon completion of this VILT course, participants will be able to: Identify the need for Carbon Capture and Storage (CCS) Outline the key steps in the Carbon Capture and Storage process Distinguish between reservoir rocks and sealing rocks Describe the importance of permeability and porosity to storing carbon dioxide Contrast the geological structures and trapping mechanisms for storing carbon dioxide Describe the changes in geologically stored carbon dioxide over time Outline the monitoring techniques employed to ensure the carbon dioxide is safely stored Appreciate the industrial applications of carbon dioxide capture Recognize the scale of industry required for transporting and storing carbon dioxide Describe economic considerations for CCS/CCUS Outline the economic and environmental opportunities and challenges with using carbon dioxide injection in a range of applications Explain the challenges of regulatory frameworks and public acceptance in a CCS/CCUS project Identify potential risks of a CCS/CCUS project Outline the risk assessment and management process Target Audience This VILT course is ideally suited for a technical audience - geoscientists, petroleum and chemical engineers - as well as for economists, regulators, legal staff and managers wishing to learn more about the details of both the technical, regulatory and socio-economic aspects of carbon capture and storage. Participants should have: Experience with oil and gas, coal or other energy projects Basic understanding of the energy industry Course Level Intermediate Trainer Your first expert course leader spent 18 years in the Petroleum Industry before joining academia, in both technical and managerial roles with Shell, Arco and Vico. He has received numerous awards, including Distinguished Service, Honorary member and Special Commendation awards from the American Association of Petroleum Geologist (AAPG) and was AAPG's International Vice-President and recently chairman of AAPG's House of Delegates (the Associations Parliamentary body). He is an SPE Distinguished Lecturer (DL) and has served as DL for several other professional organisations, including, AAPG, IPA and PESA. He is currently a Professor of Petroleum Geology and Engineering at the Australian School of Petroleum, University of Adelaide. He holds the South Australia State Chair in Carbon Capture & Storage (CCS) and is also presently Distinguished Scientist of the Cooperative Research Centre for Greenhouse Gas Technologies (CO2CRC), having served earlier as the Storage Program Manager and Chief Scientist. Your second expert course leader has a wide and deep knowledge of major capture technologies: solvent, membrane and adsorption based technologies and has developed pathways for retrofitting CO2 capture and storage (CCS) to fossil fuel-based power plants. He has been actively engaged in Post-combustion capture project management and demonstration projects in Victoria's Latrobe Valley on CO2 capture and hydrogen production, and on CO2 capture using membrane contactor technology. He has led various feasibility studies for the Asian Development Bank on CO2 Capture at Indian Oil Corporation's refineries, for JPOWER on hydrogen production from Victorian brown coal and for Kawasaki on incorporation of CCS in hydrogen production from fossil fuel. He has authored multiple peer reviewed journal articles, co-authored various confidential reports on CO2 capture, utilization and hydrogen production and utility, and has presented his work at various conferences, symposiums and seminars. He has a PhD in Chemical Engineering from Monash University Australia and a Master of Technology in Process Engineering from Indian Institute of Technology Delhi India.     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

Course Introduction Covers B12 deficiency, pernicious anaemia, diagnosis, treatment and management. It also covers signs and symptoms. Please note: this course is for health care professionals or those working in Primary Care. It is not open to Beauticians unless you are a registered healthcare professional. If in doubt- please email annie at training@anniebarr.com or phone +44 7500048222 About this event Course Introduction This course concentrates on B12 deficiency, symptoms, treatments and management. The course covers B12 deficiency, pernicious anaemia, diagnosis, treatment and management. It also covers signs and symptoms of pernicious anaemia. This course is interactive and we include case studies and discuss issues regarding diagnostic testing.  We review inclusion and exclusion criteria and identification of appropriate clients. Delegates will get the opportunity to review practice with hands on practical demonstrations of how to give injections correctly. We will cover administration techniques, where to give the injections and record keeping / documentation. We will discuss role and responsibilities and contraindications and precautions. The delegates will leave this course with an example of an individual protocol of Patient Specific Direction (PSD) and a competence based framework document to be used in practice. This course is very interactive. AIMS AND OBJECTIVES Understand the need for accountability and responsibility in relation to role development Demonstrate an understanding of safe practice Describe the signs and symptoms of pernicious anaemia Describe pernicious anaemia and its impact on patients Fully understand the principles, and practice B12 deficiency and B12 injections Understand the importance of safety issues related to giving injections Understand the law relating to role and function of the HCA and prescribing. Describe why patients require B12 injectionsBe able to correctly identify anatomical sites for injectionsDemonstrate correct administration techniquesDemonstrate how to correctly dispose of wasteDemonstrate correct infection control procedures and use of PPEDescribe when patients require referral and understand the importance of referral using correct clinical pathwaysDemonstrate an understanding of anaphylaxis and emergency proceduresUnderstand the need for correct prescribing proceduresBe able to document consultations following your organisations procedures     COURSE CONTENTS Role and responsibilities Accountability guidelines and requirements Pernicious anaemia Blood- function B12 Deficiency Risk factors/groups Causes of B12 deficiency Diagnosis and reference ranges, testing Protocols and guidelines Factors affecting B12 diagnosis and treatment Factors affecting absorption B12 injections and common side effects Could it be B12 Deficiency Supplements Side effects and management including ADR’s Contraindications and Precautions Correct Administration and techniques including practical session Injection sites Legal Issues including consent Prescribing and Patient Specific Directions What to record Storage Disposal of injections/waste Infection control Needle stick injuries Competence and supervised practice Policies and procedures Facts and Figures Setting up and running a clinic Insurance/indemnity Research/evidence base and resources Please note Anaphylaxis is not covered on this course, however we do run a separate Anaphylaxis 1hr training course, which takes place at the end of this B12 webinar. If you wish to do the 1 hr Anaphylaxis also, you should book onto BOTH courses. WHO SHOULD ATTEND? HCAs Nurses Doctors Pharmacists Anyone interested in Vitamin B12 deficiency and pernicious anaemia and those working with clients with B12 deficiency AB Health Group awards CPD points / certificate of attendance for each course. If you would prefer an accredited certificate by our accrediting body Aim Qualifications we can organise this. The charge for the certificate including postage is £30.

Reasons to attendYou want to advance your clinical project management skills to be more effective in your daily work? This course will provide you strategies and tactical information to overcome the most difficult project circumstances encountered and allow you to be more visible within your company.

Global Project Management: In-House Training: In-House Training In this course, you will dig deeper-and differently-into project management processes, tools, and techniques, developing the ability to see them through the lens of global and cultural project impacts. In today's increasingly global environment, managing a project with customers and support organizations spread across multiple countries and continents is a major challenge. From identifying stakeholders and gathering requirements, to planning, controlling, and executing the project, the basic logistics of a global project present their own standard challenges. However, with additional cultural, language-based, and regional elements, global projects involve more complexities than teams often realize. There are unique communication needs, cultural awareness elements, varying customs and work expectations, and critical legal differences to consider. In this course, you will dig deeper-and differently-into project management processes, tools, and techniques, developing the ability to see them through the lens of global and cultural project impacts. This will leverage you to problem solve differently on global projects, prevent problems, and ensure success. The goal is for you to effectively navigate the challenges of leading projects with multi-regional footprints and globally diverse sets of stakeholders. What you Will Learn At the end of this program, you will be able to: Determine when a project meets the criteria of being a true global one Articulate global project needs based on the project grid and framework Identify and analyze global project stakeholders Recognize cultural differences and articulate how they impact project work Determine global project estimating, scheduling, and staffing challenges Assess global project risks and develop problem-solving responses Analyze complex cultural situations and align optimal project communication and negotiation tools and techniques Apply best practices for conducting virtual team work and mitigating virtual challenges Evaluate ways to control for global project scope, cost, and procurement Align customer management best practices with global customer needs Implement key global project closing activities Foundation Concepts What is a global project? What makes a global project different? A global project management framework Initiating the Global Project Launching a global project Respecting cultural differences Identifying and analyzing stakeholders Developing the communications plan Defining the ideal global project manager Crafting a global project charter Planning the Global Project Gathering requirements for a global project Defining the scope, region by region Estimating and scheduling for global projects Staffing the global project Developing the global risk management plan Executing the Global Project Managing global stakeholder expectations Embracing cultural diversity Honing global negotiation techniques Procuring goods and services on a global basis Managing global legal and regulatory issues at the micro and macro level Monitoring and Controlling the Global Project Status reporting Virtual communication Cost control Schedule control Scope control Customer satisfaction Closing the Global Project Contract closure at the macro and micro levels Administrative closure with global reach Lessons learned