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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

Project Management Fundamentals: In-House Training Many projects are performed by highly competent and effective people who have little or no project management training. They perform projects like process improvement, marketing campaign development, new product development, event planning and production, and other 'tasks' which are projects. Project Management Fundamentals (PMF) is designed to support those people who need a solid foundation in project management, without being unnecessarily burdened to learn it while on the job. The course offers practical skills, concepts, and principles that can be taken back to the workplace, along with insights needed to adapt them to specific project environments. In today's environment, that means possibly adapting to Agile / Iterative methods. So, we have recently added key Agile concepts to provide a basic understanding of shifting towards agility. Since PMF's course goal is to achieve quality performance by learning effective planning and control, the focus is on a process orientation and an analytical, systems-oriented approach. Together, these frameworks promote project-related problem solving and decision-making skills necessary for real world projects. They honor project needs for collaboration, clear communications among people, and interpersonal and relationship skills. Recognition of these needs are woven throughout PMF, but are highlighted in two specific areas: Module 2 - People and Projects Module 8 - Executing, Communicating, and Developing the Team What You Will Learn At the end of this program, you will be able to: Describe the value of strong project management Identify characteristics of a successful project and project manager Recognize how current agile / adaptive practices fit within project management Explore project management processes, including Initiating, Planning, Execution, Monitoring & Controlling, and Closing Utilize project management processes and tools, based on case studies and real-world situations Create an initial project plan Use standard project management terminology Foundation Concepts Project management and definitions Value and focus of PM Competing constraints and project success Project life cycles People and Projects People and projects overview The project manager The project team People and projects in organizations Initiating and Defining Requirements Initiating the project Developing the project charter Conducting stakeholder assessments Defining requirements Using the Work Breakdown Structure Defining the Work Breakdown Structure (WBS) Developing a usable WBS Using the WBS Managing Project Risk Making the case for risk management Overview to planning for risk Identifying risks Analyzing risks Planning responses to risks Implementing response and monitoring risks Considerations for adaptive environments Estimating Defining an estimate Estimating approaches Estimating practices Estimating cost Validating an estimate Scheduling Defining the scheduling process and related terminology Sequencing and defining dependencies Determining the critical path Considering schedule risks and optimizing the schedule Executing, Communicating, and Developing the Team From baseline to execution Project communications and stakeholder relationships High-performing teams Monitoring and Controlling Defining monitoring and controlling Viewing control through the competing demands lens Variance Analysis and corrective action (Earned Value) Considerations in adaptive environments Closing the Project Closing projects Focusing on project transition Focusing on post-project evaluations

Mindful Living Coaching helps you live more mindfully, to offer yourself the time and space you need to process your thoughts, calm your emotions and rest the body. This course offers additional support along the way.

With this Healthcare Management Training course, aspiring professionals can learn the most in-demand skills for working in the health and social care field. Take the first steps toward a successful career as a Healthcare management professional by learning the fundamental skills required to care for patients with various mental illnesses and deepen your understanding of health and safety in the health and social care sector. This course will teach you the fundamentals of healthcare management and give you a solid understanding of the responsibilities of the healthcare manager. You will gain in-depth knowledge about management topics, including finance and business management. You will also learn to recognise major challenges in healthcare management and how to express your thoughts on them. Why Choose Healthcare Management Training Course from Us Self-paced course, access available from anywhere. Easy to understand, high-quality study materials. Course developed by industry experts. MCQ quiz after each module to assess your learning. Automated and instant assessment results. 24/7 support via live chat, phone call or email. Free PDF certificate as soon as completing the course. Learning Outcomes After completing this course, the learner will be able to: Understand the fundamentals of Healthcare Management. Know how to establish and maintain an organizational culture. Gain a thorough understanding of leadership development and succession planning. Gain in-depth knowledge about the UK Healthcare system. Understand the needs of health and care for older people in England. Understand the fundamentals of Child Healthcare. Certificate of Completion You will receive a course completion certificate for free as soon as you complete the Healthcare Management course. Module 1: Healthcare Management 21:42 1: Healthcare Management 18:42 2: Quiz: Healthcare Management 03:00 Module 2: Role of the Healthcare Manager 25:17 3: Role of the Healthcare Manager 23:17 4: Quiz: Role of the Healthcare Manager 02:00 Module 3: Organizational Behaviour and Management Thinking 21:02 5: Organizational Behaviour and Management Thinking 19:02 6: Quiz: Organizational Behaviour and Management Thinking 02:00 Module 4: Quality Improvement Basics 14:36 7: Quality Improvement Basics 12:36 8: Quiz: Quality Improvement Basics 02:00 Module 5: The UK Health Systems 26:11 9: The UK Health Systems 23:11 10: Quiz: The UK Health Systems 03:00 Module 6: The Health and Care of Older People in England 22:27 11: The Health and Care of Older People in England 21:27 12: Quiz: The Health and Care of Older People in England 01:00 Module 7: Child Health Care 25:42 13: Child Health Care 23:42 14: Quiz: Child Health Care 02:00 Who is this course for? Healthcare Management course is designed for a wide range of health and social care practitioners working in statutory, private, voluntary and charitable organisations within the Health & Social care sector, including: Residential Child Care and Adult Workers Care Assistants Family Support Workers to students studying subjects relating to Health and Social Care in schools and colleges. Requirements Students who intend to enrol in this Healthcare Management course must meet the following requirements: Good command of the English language Must be vivacious and self-driven Basic computer knowledge A minimum of 16 years of age is required Career path Earning a diploma in healthcare management generally boosts one's ability to obtain gainful employment within the health care and medical fields. Many who receive diplomas note a substantial salary increase. Certificates Reed courses certificate of completion Digital certificate - Included Will be downloadable when all lectures have been completed

Introducing Therapy for Anxiety Package: Empowering You to Overcome Anxiety and Reclaim Your Life Are you struggling with anxiety, feeling overwhelmed by persistent worries and fears that impact your daily life? Miss Date Doctor’s Therapy for Anxiety Package offers you expert support and guidance to manage anxiety, develop coping strategies, and regain control of your emotional well-being. Anxiety can be a challenging and distressing experience, affecting various aspects of your life. Our experienced therapists are dedicated to helping you understand the root causes of your anxiety and providing you with the tools to navigate through it with greater ease and confidence. Here’s how the Therapy for Anxiety Package can support you: Understanding Your Anxiety: Our therapists will help you gain insights into the nature of your anxiety and its triggers. Coping Strategies: We’ll equip you with effective coping strategies to manage anxiety symptoms and reduce stress. Identifying Thought Patterns: Therapy will address negative thought patterns that contribute to anxiety, promoting more positive thinking. Emotional Regulation: We’ll work on emotional regulation techniques to help you manage intense emotions associated with anxiety. Exposure Therapy: If applicable, exposure therapy may be used to gradually face and overcome anxiety-provoking situations. Mindfulness Practices: Therapy for anxiety may incorporate mindfulness techniques to promote present-moment awareness and reduce worry. Building Resilience: We’ll focus on building resilience to handle anxiety triggers with greater strength and adaptability. Setting Realistic Goals: Together with your therapist, you’ll set achievable goals to work towards reducing anxiety and improving your well-being. The Therapy for Anxiety Package at Miss Date Doctor is designed to empower you to overcome anxiety and lead a more fulfilling life. Our compassionate therapists provide a safe and supportive space to explore your fears and concerns, allowing you to develop a stronger foundation for emotional well-being. Invest in your mental and emotional health and take the first step towards managing anxiety with the Therapy for Anxiety Package. Embrace the opportunity to develop coping strategies, reduce stress, and regain control over your thoughts and emotions. Let our experienced therapists guide you towards a brighter and more empowered future, free from the grip of anxiety. 6 X 1 hour sessions https://relationshipsmdd.com/product/therapy-for-anxiety-package/

The TQUK LEVEL 2 Certificate in Understanding Children & Young People’s Mental Health (RQF) Qualification is to enable you to gain a recognised (RQF) qualification to support those with mental health difficulties. As a staffing member working with children and young people, you are responsible for the safeguarding of each person and as such having an understanding in supporting children and young people with difficulties in mental health.

A short course in Wellbeing Coaching for individuals who would like to develop coaching skills to support others in improving their wellbeing.

Improve your relationship with dedicated couple counselling in London. Our therapists offer tailored sessions to address specific issues, enhance communication, and foster mutual understanding between partners. Whether you're facing daily conflicts or significant relationship challenges, our supportive counselling can help you rebuild and strengthen your connection. Key areas: relationship therapy, couples counselling, partnership counselling, relationship support, therapy for couples, couples guidance, relationship enhancement. 3 x 1 hour sessions 

Show Screen Equipment Awareness Certification Show screen hardware is a fundamental piece of numerous positions. It appears to be that nearly everybody, including office laborers, those directing reconnaissance, and individual collaborators invest the vast majority of their energy gazing at a screen as an aspect of their responsibilities. While it is an inevitable piece of the advanced work environment, there are precautionary measures that people should take to diminish the dangers related with long haul DSE openness. This course furnishes you with a thorough manual for evaluating show screen gear. It starts by giving you a prologue to the Health and Safety (Display Screen Equipment) Regulations, including a conversation of worker and boss commitments. The course likewise expounds on the base workstation necessities that should be met, just as furnishing you with a progression of tips to help you control and forestall DSE hazards. You Will Learn: Data about the Health and Safety (Display Screen Equipment) Regulations, including the reasoning behind its turn of events The base prerequisites all workstations administered by the Regulations should meet Boss commitments corresponding to the DSE Regulations, including the arrangement of eye care, preparing and data Step by step instructions to direct a workstation appraisal and data about its structure Tips on controlling and forestalling DSE chances in your working environment The fundamental factors all people should consider when leading their evaluations Advantages of Taking This Course Finding out about the Health and Safety (Display Screen Equipment) Regulations and what they mean for the work environment Acquiring knowledge into the rights and commitments reached out to bosses and clients under the DSE Regulations Understanding the base prerequisites every workstation covered by the DSE Regulations should meet Realizing how to lead a workstation appraisal, including the fundamental components you need to remember each time you complete one Learning accommodating tips on the best way to control and diminish DSE hazards at your working environment

Are you an EDI Officer, HR Specialist, Leader or Manager? Or the nominated EDI champion for your team? Maybe you've been given the EDI portfolio on behalf of your Board or department? Or if you're aiming to make a difference via your diverse staff network or union, all change-makers are welcome!