701 Health & Wellbeing courses in Bradford delivered Live Online

To facilitate a group, family, team or organisation in thinking together around a given challenge or issue here is an opportunity to experience for real the person centred, futures planning tool – MAP (Pearpoint, Forest et. al. 1989). This is a process not a training day. Let us facilitate your planning and refocus your story whilst strengthening you and your group. This tool uses both process and graphic facilitation to help any group develop a shared vision and then to make a start on working out what they will need to do together to move towards that vision. MAPS are great for threshold moments. Is your team stuck? Want to move on, haunted by the past cannot get any useful dialogue about the future? Facing a challenging transition into a new school or setting? Leaving school? Bored with annual reviews, transition plans and review meetings? Want to find a way of making meetings and planning feel more real and engaging? Need an approach, which engages a young person respectfully together with his or her family and friends? Want the ultimate visual record of the process of a meeting, which will help everyone, keep track? Want to problem solve and plan for the future of a small or large group, service or organisation up to the size of an LEA Learning Objectives To create a shared vision To talk through the story so far and reflect upon it To name the worse nightmares that will block progress To strengthen the group by focussing on gifts and capacity To detail needs To specify an Action Plan To create a visual graphic record of the whole event Course Content The MAP process has 6 Steps: The story so far. The group is required to think back over the years to describe their collective experience of changes and events over time within their settings. Stories and events are recorded on the graphic. Building Shared Dreams. The group thinks together about what they would love to see happening for children, families and practitioners in their settings if they could have it all. If there were no constraints on time, money, resources, people or anything else what do they see happening in their imaginations? The various ideas that the group comes up with are then recorded in key words, images and colours on the MAP graphic. The purpose of this Step is to give the group a sense of direction, their North Star, an image of the place they want to work towards. Nightmare. In this Step, the group imagines the worst scenarios. What is the opposite of their dreams? How bad could it get? This is a shorter but powerful process that can give some groups more energy than dreaming together. Gifts and Capacity. In this Step the group is asked to take explicit stock of their capacities and what they already have going for them as they begin working towards the vision. This is a strong reminder for any group of the wealth of knowledge and experience that is already and always in the room. Needs. In this Step the group is invited to begin to name some of the needs they will have if they are to move forward to wards the dream and away from the nightmare. Actions. This is the final Step in the MAP and calls for individuals within the group to name a range of very specific actions (however small) that they will take within a definite time scale. This is not a time for declaring good intentions or suggesting good ideas for someone else to do. The purpose of this Step is to end the MAP process with a range of clearly understood actions that carry this planning process forward into the real world.

Inclusion Facilitation (IF) is an approach to enhancing the inclusion, in a mainstream community of any child or young person who is experiencing difficulties in the world because of disability, personal crisis or because of their challenging behaviour towards others. The IF approach works by mobilising the young person’s natural supports to provide support and engage with the person in difficulty. Inclusion Facilitation is designed to create a better life for an individual by the provision of an intense input designed to being about social change. This usually entails a series of visits focused on getting the person out and about to increase confidence, social skills and presence in their local community and to pursue goals and dreams. Uniquely, the work is carried out under the close clinical supervision of a practicing psychologist. What is Inclusion Facilitation Work? ‘We do whatever it takes!’ Usually a Person Centred Planning event would be carried out using the PATHor MAP process – majoring on dreams and goal setting leading to precise action planning.  An experienced psychologist alongside the inclusion facilitator would carry out a PATH. A large graphic will be one of the outcomes of the meetings this is a great visual record and a shared memory of the event. This will also inform the priorities for the inclusion facilitation work Optionally following the PATH event a ‘scoping report’ is created outlining what Inclusion Facilitation could offer and highlighting what dreams and goals the individual has. The PATH is also provides a good opportunity for the Facilitator to meet the focus person in a comfortable positive environment. 12 weekly visits from the Inclusion Facilitator followed by 5 monthly visits is our preferred model but we can be flexible with the delivery of this input. This is just a guideline, however we have received good results using this time frame. After this intensive input the Inclusion Facilitator will hand over to the existing family, carers and PA team to carry on where he or she has left off. This transition time is planned from the outset. An experienced psychologist is there to support the facilitator at all times and will guide all work done by the inclusion facilitator.  Is this just Support work? No! This is proactive engagement – doing whatever is required. We are not just passively or reactively providing what is asked for – we are actively pursuing a good life for the individual. Our work is built on careful research around a person’s interests and what opportunities exist locally. We carry out community mapping.  We actively work to tackle an individual’s own resistance and reluctance to engage more socially. We actively engage with people in social settings that the individual attends to build bridges and connections – we are bridge builders. We build circles around a person. We create the conditions in which friendships can flourish. We have direct psychological supervision and support throughout. This work is short term and intense. Enjoy participating in a multimedia workshop that will challenge, entertain and reach for your emotions. Learning Objectives 1.To be able to understand the values and wider context of inclusion. 2.To be able to set up and run an ‘Inclusion Facilitation project to improve the life chances and connections of a child or young person. 3.To understand and be able to maximise the power of the peer group in supporting relationships, achievement and behaviour. Course Content The course answers the questions: What do you do with the child who is isolated by their aggression and anger, through being different, disabled or new to the school or community? Practically how do we go about including high profile children or young people? How can we help some children be friends? We will cover:  Inclusion values underpinning this work The Intentional Building of Relationships –‘Inclusion Facilitation’ work as an example Not doing it alone – The Importance of Teams in developing inclusive practice Practical setting up and running of IF work Lessons learned Stories of IF work

CPD Accredited, Interactive Half Day Course Two courses to choose from, a 2 hour and a 3.5 hour course, both going into depth as to what dyslexia is, how it effect people as they're growing up, and how it effects them as adults. We also look at what specific strengths those with dyslexia have (dyslexic thinking), and how to help them in the workplace and daily life with the parts they struggle with. Course Contents: Statistics Causes of dyslexia What is dyslexia Co-morbidities The effects of dyslexia in childhood The effects of dyslexia in adulthood Strengths in people with dyslexia Supporting people with dyslexia

HOW DANCING CAN IMPROVE YOUR MENTAL AND PHYSICAL HEALTH Move your body to your favourite tunes – it’s the ultimate feel-good exercise and has some surprising effects on both the body and mind Music and dance have been fundamental parts of the human experience for thousands of years. No matter what your favourite tune may be, music can have a huge effect on your wellbeing – Charles Darwin even thought that our ability to make and understand rhythmic beats worked as an early form of communication. Whether or not we still share messages through music, we all know that it can change our mood and studies have shown that we share a natural sense of rhythm (no matter how much you might protest). Dance is therefore a natural outlet, and one which can do a lot to make us feel good. Club Azucar offers corporate dance packages for the workplace in order for your organisation (Companies, Institutions & Schools) not only function at its best, but to be happy and healthy in life. These are the expected benefits for the individual employee which have been also confirmed by the participants: Physical Health: Salsa/Zumba or any Latin Dance Classes improves mobility, coordination / motor skills and fitness level.while being a low-impact exercise which includes people of all ages, abilities and fitness levels Mental Health: Dancing requires full concentration so for one hour away from their desk ,participants will experience reduced stress levels, , feel refreshed and more alert and able to concentrate better following the lesson Music in combination with physical exercise has an uplifting effect through the release of endorphins and dopamine in the body & brain Learning a new skill is proven to train your brain, contribute to prevention of dementia and give the confidence to face new tasks and challenges in other areas of work and life The patience and encouragement of the teachers has furthered this new confidence and sense of achievement and contributed to participants’ belief in themselves and their ability to take themselves out of their “comfort zones” and take on new challenges Getting to know each other in a social rather than work context and learning a new skill together, dancing and laughing together, gives participants a sense of belonging and furthers team buildingDo you want more proof? Get involved and hire us!!! Booking Terms & Conditions 1. The above prices are only for Greater London  2. Fees are non refundable 3. Courses are subject to availability from both parties  4. Train, plane. petrol, or any sort of transport fares are to be refunded.  5. Cancellation must be before 24 hours every class

CPD Accredited, Interactive Short Course 2 hr session Do you know what a heart attack or a stroke really is? Would you know what to do to ensure the best possible outcome? Course Contents: How the Heart Functions (overview) Coronary Arteries and Collateral Circulation Atherosclerosis Angina Pectoris Myocardial Infarction (Heart Attack) Treatments and First Aid Treatments Stroke Haemorraghic Stroke, Ischaemic Stroke, Transient Iscaemic Attacks Signs & Symptoms of strokes First Aid Treatment Risk Factors for Angina, Heart Attacks and Strokes Benefits of this Short Course: Learning from home is a good way to keep one's skills and knowledge up to date Over 900,000 people in the UK live with heart failure In the UK, there are more than 100,000 hospital admissions each year due to heart attacks There are also more than 100,000 strokes in the UK each year Would you know what to do to save their life? You can make a huge difference, so join our webinar to find out how

Mindfulness-Based Stress Reduction (MBSR) is an effective, scientifically researched method for reducing physical and psychological suffering while building resilience, balance, and peace of mind.

Professional Management is crucial to your company's success. In fact, managers can have the single largest impact on your organisation's productivity and overall profitability, with more influence over employee morale and performance than anyone else.

  ISO 14001 Lead Implementer training enables you to develop the necessary expertise to support an organization in establishing, implementing, managing and maintaining an Environmental Management System (EMS) based on ISO 14001. About This Course   During this training course, you will also gain a thorough understanding of the best practices of Environmental Management Systems, consequently reducing an organization's negative environmental impacts and improving its overall performance and efficiency. After mastering all the necessary concepts of Environmental Management Systems, you can sit for the exam and gain "Certified ISO 14001 Lead Implementer' Certification. By holding this Certification, you will be able to demonstrate that you have the practical knowledge and professional capabilities to implement ISO 14001 in an organization. Learning objectives   Acknowledge the correlation between ISO 14001, ISO 14040 and other standards and regulatory frameworks Master the concepts, approaches, methods and techniques used for the implementation and effective management of an EMS Learn how to interpret the ISO 14001 requirements in the specific context of an organization Learn how to support an organization to effectively plan, implement, manage, monitor and maintain an EMS Acquire the expertise to advise an organization in implementing Environmental Management System best practices Educational approach   This training is based on both theory and best practices used in the implementation of an EMS Lecture sessions are illustrated with examples based on case studies Practical exercises are based on a case study which includes role playing and discussions Practice tests are similar to the Certification Exam Prerequisites   A fundamental understating of ISO 14001 and comprehensive knowledge of implementation principles.  Who Should Attend?   Managers or consultants involved in Environmental Management Expert advisors seeking to master the implementation of an Environmental Management System Individuals responsible for maintaining conformance with EMS requirements EMS team members What's Included?   Refreshments & Lunch (Classroom courses only) Course Slide Deck Official Study Guides CPD Certificate The Exam Accreditation Assessment     Delegates sit a combined exam, consisting of in-course quizzes and exercises, as well as a final 12 question, essay type exam on Day 4 of the course. The overall passing score is 70%, to be achieved within the 150 minute time allowance. Exam results are provided within 24 hours, with both a Certificate and a digital badge provided as proof of success. Provided by   This course is Accredited by NACS and Administered by the IECB.

  ISO 14001 Lead Auditor training enables you to develop the necessary expertise to perform an Environmental Management System (EMS) audit by applying widely recognized audit principles, procedures and techniques. About This Course   During this training course, you will acquire the knowledge and skills to plan and carry out internal and external audits in compliance with ISO 19011 and ISO/IEC 17021-1 certification process. Based on practical exercises, you will be able to master audit techniques and become competent to manage an audit program, audit team, communication with customers, and conflict resolution. After acquiring the necessary expertise to perform this audit, you can sit for the exam and gain "Certified ISO 14001 Lead Auditor' Certificate. By holding this Certificate, you will demonstrate that you have the capabilities and competencies to audit organizations based on best practices.    Learning objectives   Understand the operations of an Environmental Management System (EMS) based on ISO 14001 Acknowledge the correlation between ISO 14001, ISO 14040 and other standards and regulatory frameworks Understand an auditor's role to: plan, lead and follow-up on a management system audit in accordance with ISO 19011 Learn how to lead an audit and audit team Learn how to interpret the requirements of ISO 14001 in the context of an EMS audit Acquire the competencies of an auditor to: plan an audit, lead an audit, draft reports, and follow-up on an audit in compliance with ISO 19011   Educational approach   This training is based on both theory and best practices used in EMS audits Lecture sessions are illustrated with examples based on case studies Practical exercises are based on a case study which includes role playing and discussions Practice tests are similar to the Certification Exam Prerequisites   A fundamental understanding of ISO 14001 and comprehensive knowledge of audit principles.  Who Should Attend?   Auditors seeking to perform and lead Environmental Management System (EMS) certification audits Managers or consultants seeking to master an Environmental Management System audit process Individuals responsible for maintaining conformance with EMS requirements Technical experts seeking to prepare for an Environmental Management System audit Expert advisors in Environmental Management What's Included?   Refreshments & Lunch (Classroom courses only) Course Slide Deck Official Study Guides CPD Certificate The Exam   Accreditation Assessment     Delegates sit a combined exam, consisting of in-course quizzes and exercises, as well as a final 12 question, essay type exam on Day 4 of the course. The overall passing score is 70%, to be achieved within the 150 minute time allowance. Exam results are provided within 24 hours, with both a Certificate and a digital badge provided as proof of success. Provided by   This course is Accredited by NACS and Administered by the IECB

Whether it is for your personal development, your own career or your business, this life-changing training is for everyone who would like to develop their skills such as communication, confidence, entrepreneurial thinking, flow-state and creativity – the future skills every human needs to master.