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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

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.

🌟 Unlock a Safer Workplace with Workplace Violence Prevention Training! 🌟 In today's dynamic work environments, prioritizing safety is paramount. Equip your team with the knowledge and skills needed to create a secure workplace through our comprehensive 'Workplace Violence Prevention Training' course. Addressing the critical aspects of identifying, managing, and preventing workplace violence, this course is designed to empower your workforce and foster a culture of safety. 🚀 Course Overview: Module 1: Introduction to Workplace Violence Prevention Training and Risk Factors Understand the foundations of workplace violence prevention. Identify common risk factors and early warning signs. Establish a baseline understanding to build a proactive approach. Module 2: Conflict Resolution and Personal Safety Measures Learn effective conflict resolution techniques. Develop personal safety measures to navigate challenging situations. Foster a collaborative and respectful workplace environment. Module 3: Managing Aggressive Behavior and Emotional Well-being Gain insights into recognizing and managing aggressive behavior. Understand the importance of emotional well-being for both individuals and the team. Cultivate empathy and communication skills to diffuse tension. Module 4: Procedures for Workplace Violence Prevention and Support Implement practical procedures to prevent and respond to workplace violence. Provide support mechanisms for affected individuals. Establish clear communication channels and reporting protocols. Module 5: Fostering a Culture of Prevention Summary and Key Takeaways Summarize key concepts from the previous modules. Explore strategies for embedding a culture of prevention within the organization. Identify ways to continuously reinforce a safe and supportive work environment. Module 6: Case Studies and Additional Resources Analyze real-world case studies for practical application. Access additional resources and tools to enhance workplace violence prevention efforts. Engage in interactive discussions to deepen understanding. 🎓 Benefits of the Course: Empowered Workforce: Equip your team with the knowledge and skills to confidently navigate potential threats. Proactive Approach: Develop a proactive stance towards workplace safety, preventing incidents before they escalate. Cohesive Culture: Foster a culture of prevention, ensuring that everyone plays a role in maintaining a safe workplace. Legal Compliance: Stay compliant with workplace safety regulations and legal requirements. 🌐 Who Should Attend: HR Professionals Managers and Supervisors Employees at all levels Join us in creating a workplace where safety is a priority! Invest in 'Workplace Violence Prevention Training' today and take a significant step towards a secure, harmonious, and thriving work environment. Course Curriculum Module 1- Introduction to Workplace Violence Prevention Training and Risk Factors Introduction to Workplace Violence Prevention Training and Risk Factors 00:00 Module 2- Conflict Resolution and Personal Safety Measures Conflict Resolution and Personal Safety Measures 00:00 Module 3- Managing Aggressive Behavior and Emotional Well-being Managing Aggressive Behavior and Emotional Well-being 00:00 Module 4- Procedures for Workplace Violence Prevention and Support Procedures for Workplace Violence Prevention and Support 00:00 Module 5- Fostering a Culture of Prevention Summary and Key Takeaways Fostering a Culture of Prevention Summary and Key Takeaways 00:00 Module 6- Case Studies and Additional Resources Case Studies and Additional Resources 00:00

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

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.

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

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

OpenSSL for engineers training course description A hands on course covering OpenSSL. The course focusses on the use of OpenSSL from the command line as opposed to using its extensive libraries. Certificate authorities are configured along with key generation, HTTPS and a SSL VPN. What will you learn Describe OpenSSL. Use OpenSSL. Describe and implement: Explain how the various technologies involved in an OpenSSL work. OpenSSL for engineers training course details Who will benefit: Network personnel. Prerequisites: IP security foundation for engineers Duration 2 days OpenSSL for engineers training course contents What is OpenSSL? What is SSL? SSL versions, TLS, TLS negotiation, TLS authentication, What is OpenSSL, Command line tool, SSL library. OpenSSH, OpenVPN. Hands on TLS packet analysis. Getting started with OpenSSL Downloading, source code, packages, installing, versions, configuration, openssl command. Cipher suite selection. Hands on Encrypting a file with openssl. Public and private keys Algorithms, creating keys, public keys, private keys, encrypting the private key. Hands on Encrypting a file with keys. Digital signatures Creating signatures, checking validity of signatures, Self signing SSL certificates. Viewing certificates. Certificate files. Converting between formats. Hands on Securing a web server with HTTPS. Simple PKI with OpenSSL Root CA, signing CA, configuration files, Certificate signing requests. Email certificates, TLS server certificates. Hands on Implementing a simple PKI with OpenSSL.

Online Asset Management Diploma course. Sit the IAM Diploma anywhere in the world

This Level 1 Award in Working With Children Courseis an introductory course designed for learners, regardless of employment status, who want or need to develop their understanding of the main issues in childcare learning and development. The Level 1 Award in Working With Children Course qualification provides students with a good understanding of the practical skills required for working with young children and employment in general. This Level 1 Award in Working With Children Course covers healthy eating and planning and participating in activities to encourage children to eat healthily. This Level 1 Award in Working With Children Course also covers supporting the provision of a safe learning environment for young children, health and safety requirements and the importance of keeping all children safe from harm, designing a range of play activities for young children aimed at their age and stage of development. Learning Outcomes After completing Level 1 Award in Working With Children Course, the learner will be able to: Understand how to encourage children to eat healthily. Understand how to create a safe environment for young children. Understand the features of effective teamwork. Understand the role in promoting children's rights. Understand how to provide a variety of appropriate play activities for young children. Why Choose Level 1 Award in Working With Children Course from Us Self-paced course, access available from anywhere. Easy to understand, high-quality study materials. Working with Children 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. ***Courses are included in this Level 1 Award in Working With Children Bundle Course Course 01: Level 1 Award in Working With Children Course Course 02: Level 2 Diploma for the Early Years Practitioner Course 03: Level 2 Certificate in Behaviour that Challenges in Children Course 04: Level 2 Certificate in Understanding Common Childhood Illnesses Affecting Children Course 05: Level 2 Award in Preparation for the Responsibilities of Parenting Course 06: Level 2 Award in Babysitting Course 07: Level 3 Designated Safeguarding Lead Training Course Child Course 08: Child Sexual Exploitation & Child Criminal Exploitation (CSE & CCE) Awareness Training Course 09: Level 2 Award in Support Work in Schools and Colleges Course 10: Care and support for Vulnerable Children Course 11: Speech & Language Therapy Course 12: Primary Teaching Diploma Course 13: Level 2 Certificate in Understanding Children and Young People's Mental Health Course Course 14: Level 4 Diploma in Child Counselling Course Course 15: Child and Adolescent Mental Health Course Course 16: Child Protection and Risk Assessment Course 17: Level 3 Certificate in Understanding Autism Course 18: Level 3 Award in Childcare and Education Course Course 19: Nursery Nurse Course Course 20: Childcare and Nutrition Course 21: Level 4 Child Care and Diploma Course Course 22: Level 2 Safeguarding Children Training Course Course 23: Diploma in Special Education Needs (SEN) Course 24: Introduction to Psychology Course 25: Advanced Diploma in Child Care ***Other Benefits of Level 1 Award in Working with Children Bundle Course Free 25 PDF Certificate Lifetime Access Free Retake Exam Tutor Support [ Note: Free PDF certificate as soon as completing the course] Course Curriculum Of Level 1 Award in Working With Children Module 01: Encouraging Children to Eat Healthily Module 02: Create a Safe Environment for Young Children Module 03: Working in a Team Module 04: Contribute to Equality of Opportunity in Support of Young Children's Development Module 05: Provide a Range of Appropriate Play Activities for Young Children >> ---------------- << Assessment Method After completing each module of the Level 1 Award in Working With Children Course, you will find automated MCQ quizzes. To unlock the next module, you need to complete the quiz task and get at least 60% marks. Certification After completing the MCQ/Assignment assessment for this Level 1 Award in Working With Children Course, you will be entitled to a Certificate of Completion from Training Tale. The certificate is in PDF format, which is completely free to download. A printed version is also available upon request. It will also be sent to you through a courier for £13.99. Who is this course for? The Level 1 Award in Working with Children course is ideal for motivated students who want to improve their personal and professional skills while also preparing for their dream job! This Course is also ideal for those who want to learn in-depth about this topic and value staying up to date on the most recent facts and expertise. Requirements There are no specific requirements for Level 1 Award in Working with Children course because it does not require any advanced knowledge or skills. Career path This Level 1 Award in Working with Children course does not provide a direct job qualification. However, you must deal with children as a parent, teacher, family member, or other professional. That is why it is critical to understand the Working with Children Certificates Certificate of completion Digital certificate - Included