6151 Health & Wellbeing courses in Cardiff delivered Online

Managing Occupational Health & Wellbeing Approved Online Training

I am a Reiki Teacher in Manchester and one of the few traditionally trained Reiki Masters in the UK who have been trained by international best-selling Reiki author Penelope Quest. My teaching methods use traditional Reiki techniques perfected over many years and you can be assured of my support during and after your course. I teach all three levels of Reiki courses, level 1 reiki. level 2 reiki and reiki master level 3

Each week, participants will have the opportunity to gain invaluable insights, and hone their craft through immersive learning experiences.

The Youth MHFA Refresher course, which needs to be done every three years to maintain accreditation, reinforces the core learning from the Youth MHFA course. Renew your skills, update your knowledge of mental health and practice applying the Youth MHFA action plan. You'll also benefit from ongoing membership of the Association of Mental Health First Aiders®.

Person Centred Planning (PCP) is a powerful tool for visioning, future planning and team building. It gets everyone on the same page and creates a progressive, constructive atmosphere so it is especially useful for people who are feeling ‘stuck’ or in a really desperate situation. The PCP processes we teach are called “PATH” and “MAPs”, and are both used for different situations. “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/PATH” (Pearpoint, Forest, O’Brien. 1989). PCP can focus on an individual, with family and friends in the room supporting them, or focus on a group who want to set goals, and realise their potential as a team. PCP focuses on hopes and dreams, so is a very positive approach to planning, and utilises graphic facilitation, making it a very friendly way of working that is accessible to everyone.  This unique, hands on PCP training course explores the difference between ‘person-centred thinking’ and ‘service-centred thinking’. Traditionally, we have not always listened deeply enough to the needs of those we are planning for. Often ‘medical model’ thinking dominates our planning for those with the most complex needs. Typically we plan ‘about’ rather than ‘with’ children and adults.  We examine this ‘service centred’ approach that most professionals are used to, and question its limitations. This values based approach to inclusion will give participants the ‘theory’ behind why thinking and working in a person centred way is so important, and challenges people to strive for more for the people we are planning around. In addition to the knowledge and theory, this course empowers participants to facilitate their own Person Centred Plans using the PATH or MAPs process and provides the skills to do this effectively. Learning objectives  Strengthen understanding of how to think in a person centred way Knowledge of the steps of PATH / MAPs process Ability to facilitate PATH/MAPs process Ability to graphically facilitate a PCP meeting Develop problem solving and planning skills Inclusive Solutions offer: We could provide training for a team of staff, or we could facilitate a PATH or MAP around a disabled person. We can also offer bespoke training packages, please enquire for more details.  1 day “Introduction to PCP” with up to 100 attendees focusing on ‘Person Centred Thinking’ – includes live demonstration of PATH or MAPs Process (for a member of the group / with a student and their family/friends). 2 day “PCP Skills training” – More skills focused, lots of practice. Includes Graphics academy, Process academy and Coaching (Best with under 30 attendees). 2 day “Introduction to PCP with Skills training” – includes live demonstration of PATH or MAPs process, Graphics academy, Process academy and Coaching (Best with under 30 attendees). Half day PATH or MAP for a disabled person, led by two experienced Inclusive Solutions facilitators. Full day PATH or MAP for a team, organisation or group such as a full school staff led by two experienced Inclusive Solutions facilitators. Typical Structure of 2-Day “Introduction to PCP with Skills” Training This course is most useful when delivered over 2 days so we have time to cover the ‘skills’ behind facilitating a PATH or a MAP. Here is an example of what usually happens. If you need us to, we can tailor any of our courses to suit your specific needs.  Day 1 AM What makes a good welcome?Service centred thinking and working – what does it involve, how does it make people feel?Reflections on current practices – what is useful and what is harmful?Introduction to underpinning values of person centred thinking and working In depth exploration of the fundamentals of inclusion – encouraging identity, focusing on gifts and capacities Sharing success stories, and personal insight from experienced psychologistsShowcasing a number of practical PCP process in actionIntroduction to the “5 service accomplishments”, or “5 ordinary needs” PM  Full PATH process demonstration, led by 2 experienced facilitators – one process facilitator and one graphic facilitatorVolunteers will make notes on what they see the facilitators doing and feedback at the end of the dayFeedback, Q&A Day 2 AM Graphics Academy – we will ease you into the world of graphic facilitation and show you how simple it really is – includes live coaching and graphics tutorial, then participants will practice on each other by facilitating the first 1 or 2 sections of the PATH Process Academy – we will give you some pointers about holding the group, and facilitating in an inclusive way, this is another chance to practice your new graphics skills PM The group is divided up, and volunteers are selected to facilitate PATH meetings The group then run the PATH’s simultaneously with an experienced coaches in the room to guide and to be available for questionsWe reconvene to feedback about the process and digest all we have learntBrief Q&A session and then final reflections

What is Person Centred Planning? How is it different to any other kind of meeting or planning? On this day all will become clear… Give your team the opportunity to pause and reflect on what matters most to them about the work they do. The act of listening to each other creates relationship and strengthens trust and inclusion within the team – in creating a shared vision, groups of people build a sense of commitment together. They develop images of ‘the future we want to create together’, along with the values that will be important in getting there and the goals they want to see achieved along the way. Unfortunately, many people still think ’vision’ is the top leader’s job. In schools, the ‘vision task’ usually falls to the Headteacher and/or the governors or it comes in a glossy document from the local authority or the DfES. But visions based on authority are not sustainable. Making inclusive action plans using full participation and graphic facilitation Drawing on the planning tools MAPS and PATH (Pearpoint, Forest and O’Brien 1997) and other facilitation sources we use both process and graphic facilitation to enable the group to build their picture of what they would love to see happening within their organisation/community in the future and we encourage this to be a positive naming, not just a list of the things they want to avoid. Jack Pearpoint, Marsha Forest and John O’Brien developed these innovative approaches in North America and they are being used successfully in many parts of the UK. The planning can focus on an individual, group or organisation and provides a powerful problem solving opportunity, which is flexible and robust enough for many occasions. Tell the story, find the dream, touch the nightmare, and explore who you are, what are the gifts and strengths of the person or group, what are the needs of those present and what is the action plan for the future? Learning objectives  Participants understand Person Centred Planning and its values and applications Participants have skills and confidence to facilitate PATH/MAP processes Participants learn graphic as well as process facilitation skills Strengthens practitioners inclusive practice Provides additional tools for those involved in inclusive work in schools and the community Further develop problem solving and planning skills Course Content The course answers the questions: Need to find new ways to bring Pathway Planning alive? 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 LA? Inclusive Solutions offer an introductory day to person centred planning or a 3 – 10 session course which is practical as well as values based. Participants will receive direct individualised coaching and training. We will cover: The person being at the centre Family members and friends being full partners Planning reflecting the person’s capacities, what is important to the person and specifying the support they require to make a full contribution to their community Planning building a shared commitment to action that will uphold the person’s rights Planning leading to continual listening, learning and action and helping the person get what they want out of life. Essential Lifestyle Planning, PATH MAPS Personal Futures Planning.

Restorative Interventions in Schools A “Restorative Solution” is a non-adversarial approach to conflict resolution where the person who has done something wrong in a given situation becomes accountable to those s/he has harmed. This person is then given the opportunity to “make up” for their inappropriate behaviour through agreement and reparation. An intervention can involve a formal conference, or it can be a simple conversation on a corridor or playground. Restorative Interventions work with all ages of young people, and the techniques can be used in parental meetings, can prevent exclusions and challenge poor behaviour. Our feedback tells us that when problems between young people are addressed in this way, those problems rarely reoccur. Course Category Behaviour and Relationships Teaching and Learning Description Restorative Interventions in Schools A “Restorative Solution” is a non-adversarial approach to conflict resolution where the person who has done something wrong in a given situation becomes accountable to those s/he has harmed. This person is then given the opportunity to “make up” for their inappropriate behaviour through agreement and reparation. An intervention can involve a formal conference, or it can be a simple conversation on a corridor or playground. Restorative Interventions work with all ages of young people, and the techniques can be used in parental meetings, can prevent exclusions and challenge poor behaviour. Our feedback tells us that when problems between young people are addressed in this way, those problems rarely reoccur. Also Available on line– self paced learning… give it a try! Testimonials ‘Interesting. A different approach. Another ‘weapon’ in the armoury. Will try to use.’ ‘Made me think how I can approach confrontations differently. Useful, reminded me where my focus should be and that things will be difficult at times, but that’s no excuse to stay in the comfort zone!’ ‘Excellent day. Lots of ideas to take away and use on a daily basis. Thanks.’ ‘Nice to do some work on behaviour without sanctions and restraints in mind’ Learning Objectives To introduce participants to Restorative Interventions To develop understanding of value and role in developing inclusive practice of Restorative Interventions To develop and practise Restorative Intervention skills processes Opportunity to reflect on professional practice Mutual support established with other ‘front line’ practitioners Who Is It For ? Multi Agency Teams Social workers CAMHS teams Year Managers Primary and secondary staff Early Years and School based Practitioners Heads and Deputies SENCOs Advanced Skills Teachers Primary and secondary teachers Local Authority Support Services Course Content This can be introduced in one day or as a workshop but is better offered over a series of sessions. The course answers the questions: What should we do if rewards and punishments do not work? Can we find an alternative process to recommending permanent exclusion or special unit or school placement? Struggling with a child for whom praise and sanctions seem ineffective? Want to develop a more restorative school or team? I need a process which works with relationships not just behaviour. What will work for our relationships policy? This day’s training will enable participants to facilitate Short Restorative Conferences, and will suggest ways of working with young people and others that will help to repair broken relationships, and challenge some difficult behaviour. Including all those affected by an incident in its resolution is a powerful way of producing significant improvements in behaviour. We will cover: What are restorative solutions? Background and detailed teaching of processes Inclusion values underpinning this work Processes modelled and opportunities to try process out Practical setting up of restorative conferences Stories and outcomes

Drop-in, practical workshop for professionals seeking support with their clients who hoard.

The Psychology of Older Age: Gerontology Course provides a fascinating look into the mental, emotional, and social changes that occur as we age. Gerontology, the study of ageing, is a field that is becoming increasingly relevant as the global population grows older. This course delves into the psychological aspects of ageing, exploring how older adults perceive their environment, manage relationships, and cope with changes in their health and independence. Understanding these psychological changes is key to improving care and support for older individuals in various settings, whether at home, in care homes, or in the community. Throughout the course, you’ll explore the different psychological theories related to ageing, including memory, cognition, and emotional regulation in later life. You’ll gain an understanding of the challenges faced by older adults, from the effects of isolation to dealing with the loss of independence. By the end of the course, you will have a deeper insight into the psychological well-being of older adults, preparing you to better understand and support the ageing population. Whether you’re working in healthcare, social care, or simply have an interest in gerontology, this course offers valuable knowledge that can enhance your approach to working with older individuals. Key Features CPD Accredited FREE PDF + Hardcopy certificate Fully online, interactive course Self-paced learning and laptop, tablet and smartphone-friendly 24/7 Learning Assistance Discounts on bulk purchases Course Curriculum of Psychology of Older Age: Gerontology Module 01 : Introduction to Gerontology Module 02 : Cognitive and Psychological Development in Older Age Module 03 : End-Of-Life Issues Module 04 : Communication During the End of Life Module 05 : Mental Health and Old Age Module 06 : Health and Wellbeing in Later Life Module 07 : Spiritual and Psychosocial Care Module 08 : Legal Aspects Learning Outcomes: Analyze cognitive development in older age for targeted interventions. Navigate end-of-life issues with sensitivity and informed decision-making. Master effective communication during the critical end-of-life phase. Evaluate mental health concerns in older adults for tailored support. Foster health, wellbeing, and quality of life in later stages. Understand legal dimensions to ensure ethical and compliant practice. Accreditation This course is CPD Quality Standards (CPD QS) accredited, providing you with up-to-date skills and knowledge and helping you to become more competent and effective in your chosen field. CPD 10 CPD hours / points Accredited by CPD Quality Standards Who is this course for? Healthcare Professionals seeking gerontology expertise. Social Workers dedicated to improving older individuals' lives. Caregivers wanting a deeper understanding of older age psychology. Counsellors focusing on the unique needs of older clients. Researchers delving into geriatric psychology and wellbeing. Students eager to explore the complexities of gerontology. Individuals aspiring to contribute positively to older individuals' lives. Legal professionals interested in gerontological legal matters. Career path Geriatric Counsellor Elder Care Coordinator Gerontological Researcher End-of-Life Consultant Healthcare Advocate for Older Adults Legal Advisor specializing in Gerontology Certificates Digital certificate Digital certificate - Included Once you've successfully completed your course, you will immediately be sent a FREE digital certificate. Hard copy certificate Hard copy certificate - Included Also, you can have your FREE printed certificate delivered by post (shipping cost £3.99 in the UK). For all international addresses outside of the United Kingdom, the delivery fee for a hardcopy certificate will be only £10. Our certifications have no expiry dates, although we do recommend that you renew them every 12 months.

Key Components Case study work (throughout) Introduction to Motivational Interviewing MI Strategies Facilitating Behaviour Change Care Act 2014 Cognitive Behavioural interventions Outcomes are policy and practice tools as well as an action plan