multi skills
Road tripppppp đžđžđž Ultra Special Edition Bitty all dayer! Includes choreo session prior to the event and an opportunity to dance under a rain effect machine AND in a tank!!!! Includes transport, drinks, snacks and professional videography. You will absolutely get drenched. Bring 2 towels! Please arrive 15 mins early to the pick up point so that we are ready to go on time!! Total cost is ÂŁ160. Non refundable deposit of ÂŁ60 to secure your spot. Balance due by January 1st.
Restorative Interventions in Schools A âRestorative Solutionâ 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 âmake upâ 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 âRestorative Solutionâ 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 âmake upâ 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 lineâ self paced learning⌠give it a try! Testimonials âInteresting. A different approach. Another âweaponâ in the armoury. Will try to use.â âMade 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 thatâs no excuse to stay in the comfort zone!â âExcellent day. Lots of ideas to take away and use on a daily basis. Thanks.â âNice to do some work on behaviour without sanctions and restraints in mindâ 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 âfront lineâ 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 dayâs 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
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 âstuckâ or in a really desperate situation. The PCP processes we teach are called âPATHâ and âMAPsâ, and are both used for different situations. âTo 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 â MAP/PATHâ (Pearpoint, Forest, OâBrien. 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 âperson-centred thinkingâ and âservice-centred thinkingâ. Traditionally, we have not always listened deeply enough to the needs of those we are planning for. Often âmedical modelâ thinking dominates our planning for those with the most complex needs. Typically we plan âaboutâ rather than âwithâ children and adults. We examine this âservice centredâ approach that most professionals are used to, and question its limitations. This values based approach to inclusion will give participants the âtheoryâ 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 âIntroduction to PCPâ with up to 100 attendees focusing on âPerson Centred Thinkingâ â includes live demonstration of PATH or MAPs Process (for a member of the group / with a student and their family/friends). 2 day âPCP Skills trainingâ â More skills focused, lots of practice. Includes Graphics academy, Process academy and Coaching (Best with under 30 attendees). 2 day âIntroduction to PCP with Skills trainingâ â 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 âIntroduction to PCP with Skillsâ Training This course is most useful when delivered over 2 days so we have time to cover the âskillsâ 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 â what does it involve, how does it make people feel?Reflections on current practices â 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 â 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 â5 service accomplishmentsâ, or â5 ordinary needsâ PM Full PATH process demonstration, led by 2 experienced facilitators â 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 â we will ease you into the world of graphic facilitation and show you how simple it really is â 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 â 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 PATHâs 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 â in creating a shared vision, groups of people build a sense of commitment together. They develop images of âthe future we want to create togetherâ, 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 âvisionâ is the top leaderâs job. In schools, the âvision taskâ 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 OâBrien 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 OâBrien 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 â 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 personâs 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 personâs 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.
All person centred planning tools and processes are driven by a commitment to achieve inclusive outcomes for the person whose plan it is, and the young people involved are always present throughout their planning session. The focus of all person centred approaches is the whole person irrespective of the label they carry. Two people, a process facilitator and a graphic facilitator, typically facilitate plans. Course Category Person Centred Planning Inclusion Strategic Work Visioning and Problem Solving Description Person centred planning is a way of expressing a set of inclusive values through a unique range of tools and techniques. The most commonly used person centred tools â MAPS and PATH â create a hands-on demonstration of these values in action. All person centred planning tools and processes are driven by a commitment to achieve inclusive outcomes for the person whose plan it is, and the young people involved are always present throughout their planning session. The focus of all person centred approaches is the whole person irrespective of the label they carry. Two people, a process facilitator and a graphic facilitator, typically facilitate plans. The role of the support service staff in this work is as a facilitator not as an expert participant, problem solver, assessor or provider of consultation. MAPS and PATH are especially effective tools in planning transitions and annual review processes for young people with additional support needs and for through-care planning for young people who are looked after or accommodated. Over time person centred working will reveal areas of unmet need in current provision and thereby inform the ongoing strategic planning within any particular region. Testimonials âThanks again for a superb day which from my perspective as Principal Educational Psychologist has been a real boost and uplifted my spirits about helping move the Educational Psychology Service forward as well as gaining greater insight and understanding of individual Educational Psychologists. Several EPs have said that they are planning to use MAPS and PATHS in their work and I will be joining them.âDR MICHAEL HYMANS, PRINCIPAL EDUCATIONAL PSYCHOLOGIST, LONDON BOROUGH OF Learning Objectives To Explore the values underpinning person centred working To show how person centred planning naturally captures young peopleâs strengths and capacities A demonstration of how person centred planning encourages meaningful consultation and participation with young people (particularly for those who cannot make their views known in typical ways To show how Person Centred Planning leads to the building of stronger parent/school partnerships To indicate how person centred planning can promote multi-agency teamwork and shared responsibilities To increase understanding the how of process and graphic facilitation in person centred work. Who Is It For ? Teachers and School Staff Education Services Social Care Staff Health Professionals Transition Coordinators Family Support Workers Link Workers Course Content An introduction to the person centred planning tools PATH live demonstration in action followed by real time coaching of facilitation skills. We would stress that this is an introductory day and that participants will be expected to make plans for their own follow up and further practice of the tools covered in the course of the day.
Unconscious biases are social stereotypes about certain groups of people that individuals form outside their own conscious awareness. Course Category Relationships Racial bias Description Unconscious biases are social stereotypes about certain groups of people that individuals form outside their own conscious awareness. Everyone holds unconscious beliefs about various social and identity groups and these biases stem from oneâs tendency to organise social worlds by categorising. So join us on a reflective, engaging day where we tackle real life issues in depth and create action plans for future practice. Learning Objectives Increased confidence and understanding regarding Unconscious Bias Action planning New skills and processes to strengthen the inclusion of diverse groups Opportunity to reflect and understand more deeply on what might be happening due to unconscious biasâ Who Is It For? Any professional, carer or parent Course Content We will explore what is known about:Restorative JusticeDiversityAttitudes and ValuesProfessional dutiesReflective practice