159 Social Care courses in Ayr delivered Live Online

Learn how to create easy to read accessible person centred profiles for children of all ages and young adults. Course Category Person Centred Planning Inclusion Description Person centred planning is a way of expressing a set of inclusive values through a unique range of tools and techniques. The most easily used approach is called creating a one page plan or a person centred profile. 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. One Page Plans are especially effective tools in planning and supporting children and 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 Be the first… Learning Objectives To Explore the values underpinning person centred working To show how One Page Plans naturally capture young people’s 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 tool of creating a One Page Plan 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. If you liked this course you may well like: PERSON CENTRED REVIEWS

Learn how to carry out a Person Centred Review based on the values of person centred thinking. 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 tool is a Person Centred Review – and it shows 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. Person Centred Reviews like 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 Be the first…. Learning Objectives To Explore the values underpinning person centred working To show how person centred planning with Person Centred Reviews naturally captures young people’s strengths and capacities A demonstration of how person centred reviews encourage 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 Person Centred Reviews – live demonstrations of process 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. If you liked this course you may well like: PERSON CENTRED PLANNING USING PATH AND MAPS

Getting Started Effective management ensures quality patient care and organisational success in the rapidly evolving healthcare industry. The MSc Healthcare Management programme equips healthcare professionals with the necessary skills and knowledge for leadership and management roles. The MSc Healthcare Management programme offers a comprehensive learning experience that provides students with the knowledge, skills and emotional tools needed to meet the challenges of managing healthcare organisations. The MSc Healthcare Management programme provides healthcare professionals with a unique opportunity to excel in their careers and contribute to the ever-evolving field of healthcare management. This programme empowers students to become effective leaders by combining theoretical knowledge with practical application, driving positive change in healthcare organisations. Moreover, the programme enhances career prospects, offers specialisation in healthcare management, fosters networking opportunities and promotes practical application through real-world case studies. It prepares graduates for senior leadership roles, empowering them to make a meaningful impact in the healthcare industry. The programme comprises two phases; the first is the Qualifi Level 7 Diploma in Health and Social Care, awarded by Qualifi and delivered by the School of Business and Technology London. The second phase is the MSc Healthcare Management Top Up, awarded and delivered 100% online by Anglia Ruskin University. At Anglia Ruskin University, you will study through Canvas, a world-class online Learning Management System (LMS), accessed from your phone, pc or tablet at home or on the move. Canvas provides instant access to study materials, forums, and support from tutors and classmates, as well as enabling easy submission of your assignments. After successfully completing your studies, you'll be invited to attend a graduation ceremony on campus at Anglia Ruskin University. If attending the ceremony in person is not possible, we'll arrange to send your certificate to you. School of Business and Technology London partners with Chestnut Education Group to promote this MSc Healthcare Management programme. About Awarding Body Anglia Ruskin University began in 1858 as the Cambridge School of Art founded by William Beaumont. It was then merged with the Cambridge shire College of Arts and Technology and the Essex Institute of Higher Education and was renamed Anglia Polytechnic. It was then given university status in 1992 and renamed Anglia Ruskin University in 2005. The university has campuses in the UK (Cambridge, Chelmsford, London and Peterborough), as well as they are partnered with institutions around the world including Berlin, Budapest, Trinidad, Singapore and Kuala Lumpur. Assessment Assignments and Project No examinations Entry Requirements Applicants should normally have a good first degree or equivalent and be working in or have recently worked within the arena of Management and Leadership in healthcare. If English is not your first language, you will be expected to demonstrate a certificated level of proficiency of at least IELTS 6.5 (Academic level) or equivalent English Language qualification, as recognised by Anglia Ruskin University. Progression Enrolling in the MSc Healthcare Management programme will give you comprehensive knowledge of health service management and leadership approaches. This programme will equip you with the skills to identify and develop corporate marketing strategies for health services and implement transformational change programmes. As a graduate, you will have various career paths available, including opportunities in public services or global non-governmental organisations. Furthermore, graduating from the programme doesn't have to mark the end of your educational journey. You may pursue a postgraduate research programme, such as the Professional Doctorate in Health and Social Care, to further advance your expertise in the field. Learners must request before enrolment to interchange unit(s) other than the preselected units shown in the SBTL website because we need to make sure the availability of learning materials for the requested unit(s). SBTL will reject an application if the learning materials for the requested interchange unit(s) are unavailable. Learners are not allowed to make any request to interchange unit(s) once enrolment is complete. Structure Phase-1 - Qualifi Level 7 Diploma in Health and Social Care Programme Structure The QUALIFI Level 7 Diploma in Health and Social Care is made up of 120 credits, which equates to hours 1200 hours of TQT. All units will be internally assessed through written assignments. Unit HSC701: Health and Social Care Leadership Unit code: A/650/4192 Credit : 20 TQT : 200 This unit aims to offer learners a comprehensive grasp of leadership theories and styles, enabling them to critically assess the leadership role and choose and implement suitable leadership approaches. Unit HSC702: Managing People in Health and Social Care Unit code: D/650/4193 Credit : 20 TQT : 200 The objective of this unit is to empower the learner with the capability to comprehend the procedures associated with recruiting, managing, and nurturing individuals within the health and social care workplace. Unit HSC703: Managing Finance in the Health and Social Care Sector Unit code: F/650/4194 Credit : 20 TQT : 200 This unit addresses the essential knowledge and comprehension required for making financially informed decisions within health and social care organisations. Studying this unit while considering the local, national, and international legal frameworks and adhering to best practices related to finance is crucial. Unit HSC703: Managing Finance in the Health and Social Care Sector Unit code: F/650/4194 Credit : 20 TQT : 200 This unit addresses the essential knowledge and comprehension required for making financially informed decisions within health and social care organisations. Studying this unit while considering the local, national, and international legal frameworks and adhering to best practices related to finance is crucial. Unit HSC704: Health and Social Care Strategies and Policies Unit code: H/650/4195 Credit : 20 TQT : 200 This unit aims to delve into global health and social care policies and examine current political, social, and cultural factors influencing healthcare policy and strategy in both national and international contexts. Unit HSC705: Leading Change in Health and Social Care Unit code: J/650/4196 Credit : 20 TQT : 200 This unit aims to enhance learners' comprehension of people management within organisations, encompassing aspects such as recruitment, HR processes, performance management, rewards and recognition, and training and development. Unit HSC706: Research Methods for Healthcare Professionals Unit code: K/650/4197 Credit : 20 TQT : 200 This unit aims to cultivate learners' research skills, encompassing diverse research approaches, formulating research proposals, strategically planning research endeavours, data analysis and interpretation, and understanding the link between research and evidence-based practice.   Phase-2 - MSc Healthcare Management Top Up Programme Structure Postgraduate Research Design Major Project (Dissertation) Delivery Methods The programme comprises two phases; the first is the Qualifi Level 7 Diploma in Health and Social Care, awarded by Qualifi and delivered by the School of Business and Technology London. The School of Business and Technology London offers flexible learning methods, including online and blended learning, allowing students to choose the mode of study that suits their preferences and schedules. The program is self-paced and facilitated through an advanced Learning Management System. Students can easily interact with tutors through the SBTL Support Desk Portal System for course material discussions, guidance, assistance, and assessment feedback on assignments. School of Business and Technology London provides exceptional support and infrastructure for online and blended learning. Students benefit from dedicated tutors who guide and support them throughout their learning journey, ensuring a high level of assistance. The second phase is the MSc Healthcare Management Top Up, awarded and delivered 100% online by Anglia Ruskin University. At Anglia Ruskin University, you will study through Canvas, a world-class online Learning Management System (LMS), accessed from your phone, pc or tablet at home or on the move. Canvas provides instant access to study materials, forums, and support from tutors and classmates, as well as enabling easy submission of your assignments. After successfully completing your studies, you'll be invited to attend a graduation ceremony on campus at Anglia Ruskin University. If attending the ceremony in person is not possible, we'll arrange to send your certificate to you. School of Business and Technology London partners with Chestnut Education Group to promote this MSc Healthcare Management programme. Resources and Support School of Business & Technology London is dedicated to offering excellent support on every step of your learning journey. School of Business & Technology London occupies a centralised tutor support desk portal. Our support team liaises with both tutors and learners to provide guidance, assessment feedback, and any other study support adequately and promptly. Once a learner raises a support request through the support desk portal (Be it for guidance, assessment feedback or any additional assistance), one of the support team members assign the relevant to request to an allocated tutor. As soon as the support receives a response from the allocated tutor, it will be made available to the learner in the portal. The support desk system is in place to assist the learners adequately and streamline all the support processes efficiently. Quality learning materials made by industry experts is a significant competitive edge of the School of Business & Technology London. Quality learning materials comprised of structured lecture notes, study guides, practical applications which includes real-world examples, and case studies that will enable you to apply your knowledge. Learning materials are provided in one of the three formats, such as PDF, PowerPoint, or Interactive Text Content on the learning portal. How does the Online Learning work at SBTL? We at SBTL follow a unique approach which differentiates us from other institutions. Indeed, we have taken distance education to a new phase where the support level is incredibly high.Now a days, convenience, flexibility and user-friendliness outweigh demands. Today, the transition from traditional classroom-based learning to online platforms is a significant result of these specifications. In this context, a crucial role played by online learning by leveraging the opportunities for convenience and easier access. It benefits the people who want to enhance their career, life and education in parallel streams. SBTL's simplified online learning facilitates an individual to progress towards the accomplishment of higher career growth without stress and dilemmas. How will you study online? With the School of Business & Technology London, you can study wherever you are. You finish your program with the utmost flexibility. You will be provided with comprehensive tutor support online through SBTL Support Desk portal. How will I get tutor support online? School of Business & Technology London occupies a centralised tutor support desk portal, through which our support team liaise with both tutors and learners to provide guidance, assessment feedback, and any other study support adequately and promptly. Once a learner raises a support request through the support desk portal (Be it for guidance, assessment feedback or any additional assistance), one of the support team members assign the relevant to request to an allocated tutor. As soon as the support receive a response from the allocated tutor, it will be made available to the learner in the portal. The support desk system is in place to assist the learners adequately and to streamline all the support process efficiently. Learners should expect to receive a response on queries like guidance and assistance within 1 - 2 working days. However, if the support request is for assessment feedback, learners will receive the reply with feedback as per the time frame outlined in the Assessment Feedback Policy.

In this course we explore how we have attempted to build inclusive circles of support around individuals and contrast this with a radical approach to problem solving with parents – the Parent Solutions Circle. Parent Solutions is a brand new approach to problem solving with parents based on our live group work in schools. A focus on challenging behaviour brings interest, energy and commitment.  Course Category Inclusion Peer Support Parents and Carers Behaviour and relationships Description In this course we explore how we have attempted to build inclusive circles of support around individuals and contrast this with a radical approach to problem solving with parents – the Parent Solutions Circle Parent Solutions is a brand new approach to problem solving with parents based on our live group work in schools. A focus on challenging behaviour brings interest, energy and commitment. Essentially the approach involves gathering a group of parents and carers together who recognise how challenging their own children are and would like some help to figure out how to be with them or how to manage an aspect of their behaviour. The process is facilitated but majors on the parents offering each other their wisdom and ideas. The directness that only peers can provide to each other makes the work both powerful and effective. Mobilising the wisdom and experiences of parents in a safe way is a delicate art. In this training we will explore how this can best be done. Parents who have been on all the courses and had all the professional advice in world love this way of working because they get to offer each other their experience, ideas and wisdom. The approach is capacity focused, person centred approach to working with parents rather than the dominant deficit oriented and ‘medical model’ of viewing and planning for parents. We work with rather than do things to a group of parents. This training can be modelled with a group of parents or can be demonstrated with a group of professionals. We prefer mixed groups. Learning Objectives For participants to learn how to set up a Parent Solutions Circle For participants to understand the underlying rationale and ethos of this way of working To learn the facilitation process and stages of the Circle process Who Is It For? Anyone interested in working with parents and carers in a way that builds and makes use of their capacities rather than focus on their challenges and difficulties. School leaders and managers Social Care teams Community organisers Psychologists Course Content True parent empowerment Facilitating groups Problem solving process Handling group communication Allowing direct feedback and challenge between participants in a safe way Building relationships Creating natural circles of support that can provide peer support and mutual problem solving If you liked this course you may well like: Creating Community Circles

This one-day Suicide First Aid training course gives learners the knowledge and tools to understand that suicide is one of the most preventable deaths and some basic skills can help someone with thoughts of suicide stay safe from their thoughts and stay alive.

In this practical workshop session we will explore ways of including people who have been labelled as being on the autism spectrum. The session will be values based and practical and will aim to allow the sharing of experiences and good practice as well promoting innovative approaches to inclusion through the design of best practice. Online Course now available via Teachable Platform – Understanding Movement Differences Learn at your own pace… lots of text and video support Course Category Autism and Communication Inclusion Parents and Carers Behaviour and Relationships Description In this practical workshop session we will explore ways of including people who have been labelled as being on the autism spectrum. The session will be values based and practical and will aim to allow the sharing of experiences and good practice as well promoting innovative approaches to inclusion through the design of best practice. Family perspectives and experiences will also be explored. This is not a ‘medical model’ day on autism. Our motto for the day is ‘People do things for a Reason (and the reason isn’t autism).’ We make full use of first hand accounts of the experience of autism – the autobiographies – to deepen participants’ understanding of what it means to be labelled ‘autistic’ “We are all much more simply human than otherwise, be we happy and successful, contented and detached, miserable and disordered, or whatever.”HARRY STACK SULLIVAN Testimonials ‘Very respectful of people on the spectrum.’ ‘Really gave me an idea of how people feel.’ ‘Ways of reaching a person not a condition.’CLAIRE Learning Objectives Increased confidence regarding including autistic people Access to a wider range of practical strategies to impact on communication and behaviour issues Deeper understanding of core values surrounding inclusion New skills and processes to strengthen the inclusion of autistic people Who Is It For? Social Care workers Personal Assistants Early years and school based practitioners Heads and deputies Guidance staff Learning support teams SENCOs Primary and secondary teachers Parents Brothers and sisters Local authority support services Community workers and carers Course Content The course answers the questions : What is autism? How do we go about including autistic people? What does autism have to do with me? Key themes include: Movement differences Strategies for Facilitating Communication Supports and Accommodations for Sensory Sensitivities Developing Friendships and Peer Support School and Family Partnerships Learning to Listen Positive Behavioural Supports

This radical way of building empathy is inspired by the work of the ‘Roots of Empathy’ organisation in Canada. Roots of Empathy (ROE) is dedicated to building caring and peaceful societies through the development of empathy in children. It is a parenting education programme for elementary school students (between the ages of 3 to 14 years) based on monthly visits to the classroom by a parent and infant from the school neighbourhood. Course Category Behaviour and Relationships Autism and Communication Meeting emotional needs Description This radical way of building empathy is inspired by the work of the ‘Roots of Empathy’ organisation in Canada. As Mary Gordon founder of this way of working describes: ‘By regular visits to the classroom of local mums and their children build an empathic relationship with the baby.MARY GORDON Roots of Empathy (ROE) is dedicated to building caring and peaceful societies through the development of empathy in children. It is a parenting education program for elementary school students (between the ages of 3 to 14 years) based on monthly visits to the classroom by a parent and infant from the school neighbourhood. We teach teachers and educators to help children to observe, over the school year, how their baby forms an attachment to his or her parent. Children are encouraged to record how the infants develop. The children learn to spot their babies cues and unique temperament, while celebrating developmental milestones. Children are prepared for responsible and responsive parenting as they increase their knowledge about human development, learning, and infant safety. The baby project program brings about the development of empathy and emotional literacy: As children learn to take the perspective of others they are less likely to hurt through bullying, exclusion, aggression, and violence. Children learn how to challenge cruelty and injustice in their own classroom. Messages of social inclusion and activities that are consensus-building contribute to a culture of caring that changes the tone of the classroom. Involving fathers and men provides rich models of male nurturance Testimonials ‘13% increase in empathy scores for our year 1s’ ‘Years 2s empathy had increased by 35%’ ‘Now that I am older I can be happy for other people’ (6 year old) ‘Everyone is special – thats the truth – but when I was small I thought its not fair when someone got a present and I didn’t’ (7 year old) Dramatic improvements in children taking responsibility for actions and being less defiant over the year of the project. Learning Objectives Understanding of method and approach to building empathy with babies Full understanding of background to this approach Practical advice received as to how to set up baby project in classrooms across school Who Is It For ? Teachers School leaders Project Coordinators Social Care Course Content We will provide theoretical and evidence back ground to impact of this work. We will describe existing UK school based work. We will inspire staff in attendance to want to actively engage in this work There may even be a baby to hold!!

This half-day Suicide First Aid Lite training course gives learners the knowledge and tools to understand that suicide is one of the most preventable deaths and some basic skills can help someone with thoughts of suicide stay safe from their thoughts and stay alive.

There is no such thing as a typical Access to HE student. Our Access to HE Diplomas are taken by students of all ages and backgrounds. Courses are designed, in particular, for people who have been out of education for some time, especially those who left school with too few qualifications to be able to go straight to university.

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 – MAPS and PATH – 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 “Thanks 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.”DR 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 people’s 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.