9342 Courses delivered Online

This course is intended to provide you with the knowledge you need to complete the test to become a personal licence holder. It covers all the major topics relating to UK licensing law, responsibilities and penalties for breaching these. It also looks in detail at the issue of age verification including an interactive element to support learning in this area.

Anti-Bullying and Bullying Prevention Diploma The Anti-Bullying and Bullying Prevention Diploma course gives an overall outline on the subject of tormenting in essential and auxiliary schools including information, measurements and exhortation needed to have the option to comprehend the theme and successfully manage harassing episodes. From finding out about what tormenting is and why kids want to menace different kids to current ideas, for example, cyberbullying. The course remembers a for profundity outline of the legitimate systems that ensure youngsters in schools just as investigation of the laws and government direction that are pertinent to instances of tormenting. Harassing is a perplexing issue that requires dynamic contribution of the whole school local area. It likewise necessitates that crucial information on the issue is set up so significant conversations between students, guardians and instructors are held. The Anti-Bullying and Bullying Prevention Diploma course has been created with students, guardians and educators as a primary concern and gives all the important information needed to handle the tormenting in schools issue. Taking the course and dealing with the extra activities will guarantee that you will be more ready to react in circumstances where tormenting is available. The extra data that is remembered for the lawful side of harassing will give you a wide comprehension of the main Acts and Regulations and you will realize how to converse with teachers and lead representatives if your youngster has been a casualty of tormenting. Specifically, the course centers around examining unique instances of harassing that incorporate incapacity based tormenting, just as homophobic, transphobic, bigot and other bias based tormenting. Guardians will especially profit by accepting the course as it additionally offers broad guidance on managing tormenting and supporting your kid should they be influenced, remembering direction for how to converse with your kid and the exercises you can take part in together. The course additionally addresses the should be lenient and liberal and the qualities and thoughts that should be ingrained in kids by educators and guardians to forestall tormenting happening in any case. What you will realize: A prologue to the idea of school harassing Instructions to tell if a kid has been harassed dependent on a particular arrangement of measures Which zones of schools are favored fields for tormenting What cyberbullying is and how to remain safe and ensure a youngster's online presence What is personality based harassing and exceptional instances of tormenting The conduct qualities and convictions of a domineering jerk The reasons and inspirations why a kid turns into a harasser What are the short and long haul impacts of tormenting on the elaborate kids Moves that guardians can make if their kid has been harassed Instructions to address a domineering jerk's conduct What are the existence conditions that may make a few youngsters become menaces What is the educator's obligation in harassing occurrences What is separation under Equality Act 2010 How schools execute Government and Ofsted rules to forestall tormenting

Management of Risk (M_o_R®) Foundation: In-House Training This M_o_R® Foundation course prepares learners to demonstrate knowledge and comprehension of the four elements of the M_o_R framework: Principles, Approach, Processes, Embedding and Reviewing and how these elements support corporate governance. The M_o_R Foundation Course is also a prerequisite for the M_o_R Practitioner qualification. What you will Learn At the end of the M_o_R Foundation course, participants will gain competencies in and be able to: Describe the key characteristics of risk and the benefits of risk management List the eight M_o_R Principles List and describe the use of the key M_o_R Approach documents Create Probability and Impact scales Define and distinguish between risks and issues Create a Risk Register Create a Stakeholder map Identify the key roles in risk management Use the key techniques and describe specialisms in risk management Undertake the M_o_R Foundation examination Introduction Introduction to the M_o_R course What is a risk? What is risk management? Why is risk management so important? Basic risk definitions The development of knowledge about risk management Corporate governance and internal control Where and when should risk management be applied? M_o_R Principles The purpose of M_o_R principles Aligns with objectives Fits the context Engages stakeholders Provides clear guidance Informs decision-making Facilitates continual improvement Creates a supportive culture Achieves measurable value Risk management maturity models M_o_R Approach Relationship between the documents Risk management policy Risk management process guide Risk management strategy Risk register Issue register Risk response plan Risk improvement plan Risk communications plan M_o_R Process Common process barriers Identify contexts Identify the risks Assess estimate Assess evaluate Plan Implement Communication throughout the process M_o_R Perspectives Strategic perspective Program perspective Project perspective Operational perspective Risk Specialisms Business continuity management Incident and crisis management Health and Safety management Financial risk management Environmental risk management Reputational risk management Contract risk management

Management of Risk (M_o_R®) Foundation: Virtual In-House Training This M_o_R® Foundation course prepares learners to demonstrate knowledge and comprehension of the four elements of the M_o_R framework: Principles, Approach, Processes, Embedding and Reviewing and how these elements support corporate governance. The M_o_R Foundation Course is also a prerequisite for the M_o_R Practitioner qualification. What you will Learn At the end of the M_o_R Foundation course, participants will gain competencies in and be able to: Describe the key characteristics of risk and the benefits of risk management List the eight M_o_R Principles List and describe the use of the key M_o_R Approach documents Create Probability and Impact scales Define and distinguish between risks and issues Create a Risk Register Create a Stakeholder map Identify the key roles in risk management Use the key techniques and describe specialisms in risk management Undertake the M_o_R Foundation examination Introduction Introduction to the M_o_R course What is a risk? What is risk management? Why is risk management so important? Basic risk definitions The development of knowledge about risk management Corporate governance and internal control Where and when should risk management be applied? M_o_R Principles The purpose of M_o_R principles Aligns with objectives Fits the context Engages stakeholders Provides clear guidance Informs decision-making Facilitates continual improvement Creates a supportive culture Achieves measurable value Risk management maturity models M_o_R Approach Relationship between the documents Risk management policy Risk management process guide Risk management strategy Risk register Issue register Risk response plan Risk improvement plan Risk communications plan M_o_R Process Common process barriers Identify contexts Identify the risks Assess estimate Assess evaluate Plan Implement Communication throughout the process M_o_R Perspectives Strategic perspective Program perspective Project perspective Operational perspective Risk Specialisms Business continuity management Incident and crisis management Health and Safety management Financial risk management Environmental risk management Reputational risk management Contract risk management

Leading People through Change: In-House Training Research shows that 70% of change initiatives fail in large organizations. The largest factor contributing to this failure rate is leadership - the inability to plan and lead people through change. In many change situations, tremendous focus is put on strategy, processes, and systems, while the issue of changing people's behavior is assumed it will 'just happen'. In this interactive course, you will learn why the people side of change is crucial. We will begin by understanding why and how people resist change, and how important it is to become strong and effective change champions. Next, we will focus on critical change management practices - creating our vision of the future state, planning for acceptance in our change audience and stakeholders, mitigating threats, and capitalizing on opportunities. We will use metrics to plan, show progress, and confirm success. Lastly, we will focus on the need to reinforce and sustain change, and to prevent relapse to old ways and methods. What you will Learn At the end of this program, you will be able to: Realize the nature of change and describe how resistance manifests in people Compare prevalent change models and categorize their similarities Identify and rate the skills, traits, and behaviors of effective change champions Envision the future state and assess stakeholders Plan for change communication, training, and risks Evaluate change effectiveness using feedback and metrics Develop reinforcement practices for benefits and communication Foundation Concepts What is Change? Resistance to Change Common Change Management Theories Becoming a Change Champion Plan Envisioning the future state Planning for people Change management plan Do Change communication Training Piloting Risks Study Feedback Metrics Variance analysis Act Benefits realization Change sustainment Reinforcement messaging and communications

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Become a Mental Health First Aid Champion Mental Health First Aid (MHFA) is an internationally recognised training course, which teaches people how to spot the signs and symptoms of mental ill health and to provide help on a first aid basis. This course is designed for people who want to promote and positively affect attitudes on mental health in the workplace.

The alcohol licensing laws of the United Kingdom regulate the sale and consumption of alcohol. It is important for anyone working in licensed premises to have a basic understanding of these laws and how they apply to them. This course starts with an overview of UK alcohol licensing laws and the importance of the four key licensing objectives. The course will also discuss mandatory conditions, which are compulsory for all licensed premises and looks in detail at the major issue of age verification. Finally, it outlines the responsibilities

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

Description Child Neglect Awareness Diploma  Every child deserves a life that is free from neglect and harm. With the growing concern about child neglect globally, it is imperative that professionals, guardians, and community members are equipped with the knowledge and tools to address this pressing issue. The Child Neglect Awareness Diploma provides a comprehensive online learning experience tailored to achieve this goal. At the heart of the Child Neglect Awareness Diploma is the aim to ensure that every participant gains an in-depth understanding of child neglect. It explores the intricacies of this complex issue, shedding light on the factors that contribute to child neglect and its profound impact on affected children. The course begins by discussing the foundational concepts surrounding child neglect. Learners will gain insights into the different dimensions of child neglect, ensuring they can discern the subtle nuances that often go unnoticed. The importance of understanding the legal framework concerning child neglect cannot be overstated. This diploma provides an exhaustive examination of the legal statutes, regulations, and procedures that govern child neglect, ensuring that professionals and guardians are conversant with the law's expectations. Recognising the signs of child neglect early can make a significant difference in a child's life. The Child Neglect Awareness Diploma provides learners with the ability to identify these signs with accuracy and confidence. Through meticulous study, students will grasp the varied manifestations of neglect and know when to raise concerns. Given the multi-faceted nature of child neglect, it is crucial to understand the role of various stakeholders. In this diploma, the function and responsibilities of social services are explored in detail, ensuring participants appreciate the pivotal role these institutions play in safeguarding children's welfare. Additionally, the course delves into the legal proceedings that follow when neglect is suspected, along with the potential outcomes and implications for affected children and their families. Support is vital for children who have experienced neglect. The Child Neglect Awareness Diploma emphasises the best practices and strategies for supporting affected children, ensuring they receive the care, attention, and therapeutic interventions they need. While the focus is predominantly on the local context, the diploma also offers international comparisons. Learners will benefit from understanding how different nations address child neglect, offering fresh perspectives and innovative solutions that can be applied locally. Prevention, as they say, is better than cure. The Child Neglect Awareness Diploma does not merely stop at identification and support; it also equips learners with the knowledge of preventive measures and initiatives that can be taken to minimise cases of child neglect. The course culminates by looking at the future directions in child neglect law, concluding with insights on the way forward, paving the path for a society where every child is safe and protected. Whether you're a professional in the field of child care, a concerned community member, or someone looking to gain an in-depth understanding of this pressing issue, the Child Neglect Awareness Diploma provides a holistic and robust online learning experience, ensuring you're well-equipped to make a difference in the lives of vulnerable children. Enrol today and join the movement towards creating a safer environment for every child. What you will learn 1:Understanding Child Neglect 2:The Legal Framework on Child Neglect 3:Identifying Signs of Child Neglect 4:The Role of Social Services 5:Legal Proceedings and Outcomes 6:Supporting Affected Children 7:Preventive Measures and Initiatives 8:International Comparisons and Lessons 9:Future Directions in Child Neglect Law 10:Conclusion and the Way Forward 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.