348 Family courses in Cardiff delivered Live Online

Safer recruitment training became mandatory for the recruitment of school staff from 1 January 2010. This means a recruitment panel must have at least one member who has completed the training, or where an individual is in charge of recruitment, that individual must have completed the training. It is the responsibility of schools to comply. It is recommended that anyone recruiting into the wider children’s workforce be trained.

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

In this masterclass we'll unravel the complexities of the online world, shedding light on the most pressing current and emerging risks and opportunities faced by children and young people, from the perspective of the DSL, as Online Safety Lead.

Resolving ongoing family arguments Helping with issues in-laws and teenagers Mediation and problem solving Identifying areas of tension Family therapy Family exercises and homework Family issues help exercises Assessments of each family members perspective 7 sessions https://relationshipsmdd.com/product/family-issues-help-package/

CPD Accredited, Interactive Short Course 2 hr session This training session gives a good introduction to epilepsy How can you best understand and help those affected with different types of seizures Great for those who have contact with people with epilepsy, such as family and friends, those working in education and afterschool clubs, sports and good CPD for nurses Course Contents: What is Epilepsy The different types of seizures Keeping someone safe while they're having a seizure Understand how having epilepsy affects someone's life Great for teachers and TAs in schools, for those working in care or community events, and those close to people with epilepsy Benefits of this Short Course: Epilepsy is one of the most common neurological conditions In the UK, there are over 600,000 people with a diagnosis of epilepsy That is about 1 in 103 people, or 1 child or young person in every 3 classrooms Every year, 1000 people in the UK die due to their epilepsy Help avoid unnecessary suffering or even death by knowing what to do to help while they're having an epileptic seizure, and keep them safe

Our Refugee Family Reunion course is designed to empower individuals and professionals with the knowledge and skills needed to navigate the complex process of reuniting refugee families. View our Refugee Family Reunion training course dates below, available remotely via Microsoft Teams. Our Refugee Family Reunion course is designed to empower individuals and professionals with the knowledge and skills needed to navigate the complex process of reuniting refugee families. From understanding the application forms and procedures to meeting the necessary requirements and avoiding common pitfalls, this comprehensive course covers it all. We will guide you through the intricacies of the refugee family reunion process, ensuring you have the expertise to assist those in need. By the end of this course, you’ll be well-equipped to assist refugees in the challenging process of reuniting with their families. Gain the knowledge and insights necessary to offer accurate and compassionate guidance, ensuring that families can find solace and hope in their journey towards reunion.   Course joining links, materials and instructions are sent out 24hours before the course starts. Immigration Advice Service has been providing professional immigration services for over 10 years in the public, private and corporate sectors. Our fully qualified and OISC regulated trainer will guide you through the process and ensure you are competent in Refugee Family Reunion. This an opportunity not to be missed by Immigration Advisors, Charities, Lawyers, Solicitors and Legal Professionals. Course Content: Introduction-Refugee Family Reunion How to apply – VAF 4A FORM Requirements: Appendix family reunion (protection), Appendix Relationship with Partner, Appendix CNP Family Members Refugee family reunion applications outside the Immigration Rules Challenges – Preparing a good quality application with good evidence, Additional evidence required in applications outside the rules Remedy Who can help Conclusion

Support The analysation of options to a resolution Understanding of families perspective Mediation methods Emotional intelligence Compromise methods 6 sessions 1 hour each Implementation of diplomacy tactics Conclusion and 1 session with family member that issue is stemming from 1 free follow up call of 30 mins after package is completed https://relationshipsmdd.com/product/m-d-d-my-family-hates-my-partner-package/

If employees are involved in a crisis, and cannot speak for themselves, it is an essential responsibility of any organisation to be prepared to speak with families on their behalf. The Family Liaison in a Crisis training will provide practical skills for engaging with family members of staff during and after a crisis. The goal of this training is to equip each participant with the knowledge of common reactions to crisis events, creating a structure for conversations with family members, and implementing the family liaison role when a critical incident occurs. The training also includes aspects of self care as effective boundaries are an essential part of the family liaison role. This training can be either delivered face to face or as an interactive online course, with breakout rooms for participating in role plays and frequent discussions on working with families in multicultural teams. Learning Outcomes What Family Liaison is How it fits with a crisis management team Principles and skills for managing a professional relationship with families in distress Understand the framework of engaging and disengaging with families Become aware of the impact of social media on family liaison work Understand the risks of FLIC work Identify self-care strategies Create an action plan

Discussion of issue Analysation of wellbeing Dating for single parents support Arguments with co-parent discussed Single parent pressures Problem areas observation Confidence training Positivity training Self-belief building mediation services Dating/relationship advice and support 4 sessions 60 mins each https://relationshipsmdd.com/product/m-d-d-single-parent-family-issues-package/

LOOKING FOR: CHILDREN'S: PICTURE BOOK TEXTS, NON-FICTION, POETRY Lucy Brownridge is Editorial Director at Wide Eyed Editions and Frances Lincoln Children’s Books, and formerly Thames & Hudson where she helped to establish the Children’s list. She specialises in highly illustrated picture books and non-fiction (including poetry) for children. She has commissioned and edited books which have gone on to win the Carnegie Awards, The British Book Awards, the Klaus Flugge Prize, the Blue Peter Prize and have been translated into over 30 languages. She has been editor to Alan Ahlberg, Quentin Blake, Mariajo Ilustrajo, Yuval Zommer and Children’s Laureate Joseph Coelho among many others. She is the author of The Fantastical Safari and The Cat Family series, and many other books for children. She is interested in the history of illustrated children’s books and is always looking for innovative ways to use the book format. ABOUT YOU Include a covering letter, in a Word document, telling Lucy about yourself and your sources of inspiration. If you have one, include a link to your website. She is keen to read stories she hasn't seen before or see artwork with a distinctive style rather than something that fits with trends. She has particular experience with picture books and illustrated narrative non-fiction. PICTURE BOOKS Please send one or two (max) full manuscripts, in a Word document, starting with a short summary/blurb. Make the summary punchy and engaging. Remember that the best picture book stories are simple and every word should count. Do you see this book as part of a series? NON-FICTION PROPOSALS Please send a paragraph explaining your idea, a contents list, if appropriate, and a sample piece of text. (In addition to the paid sessions, Lucy is kindly offering one free session for low income/under-represented writers. Please email agent121@iaminprint.co.uk to apply, outlining your case for this option which is offered at the discretion of I Am In Print).  By booking you understand you need to conduct an internet connection test with I Am In Print prior to the event. You also agree to email your material in one document to reach I Am In Print by the stated submission deadline and note that I Am In Print take no responsibility for the advice received during your agent meeting. The submission deadline is: Wednesday 18th June 2025