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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

Youth Options offers bespoke programmes of learning for children and young people (either 1:1 or in groups). Our aim is to support children and young people to feel inspired and capable to achieve something worthwhile, address issues they are facing, improve mental and physical wellbeing whilst appreciating the importance of the world we live in.

The Negative Thought Pattern Interrupt does exactly what it says Course curriculum 1 Welcome to the course! Welcome from Simon Lee Maryan, Course Creator What is the Somato-Limbic Metacognitive Process (SLM Process)? CPD Accreditation About the Course Creator How to Navigate this course What Are Your Initial Outcomes SLM Process Course Learning Outcomes Individual Change Readiness Assessment 2 Part 1 - Theory Part 1 - Introduction Video 3 Bonus Module 1: Psychological and Physiological Effects of Stress Lesson BM1.1: Stress and Work Lesson BM1.2: Types of Stress and Causes Lesson BM1.3: Physical Effects of Stress - Musculoskeletal Lesson BM1.4: Physical Effects of Stress - Respiratory Lesson BM 1.5: Physical Effects of Stress - Cardiovascular Lesson BM 1.6: Physical Effects of Stress - Endocrine Lesson BM 1.7: Physical Effects of Stress - Gastrointestinal Lesson BM 1.8: Physical Effects of Stress - Nervous Lesson BM1.9 - Psychological Effects of Stress 4 Bonus Module 2: Psychological and Physiological Effects of Fatigue Lesson BM2.1: Definition of Fatigue Lesson BM2.2: Types of fatigue and Causes Lesson BM2.3: Psychological Effects of Fatigue Lesson BM2.4: Methods to Manage Stress and Fatigue 5 Module 1: Foundation Theory Lesson 1.1: The Principles for SuccessFREE PREVIEW Lesson 1.2: Creating Outcomes with Positive Effect Lesson 1.3: Setting an Intervention Up For Success Lesson 1.4: Cause and Effect Lesson 1.5: The Mind-Body Connection Lesson 1.6: Neurological Connections Lesson 1.7: The Presuppositions for Life Module 1 Assessment 6 Module 2: Communication Principles and Skills Module 2: Introduction Video Lesson 2.1: A Communication Model Lesson 2.2: Observing Body Language and Non-Verbal Communication Lesson 2.2.1: Behavioural Profiling Aide Memoire Lesson 2.2.2: Basic Behavioural Profiling Exercises Lesson 2.3: Rapport - What is it, how do we build and maintain it? Lesson 2.4: Our Senses and Language Lesson 2.4.1: Exercise - Sensory Preference Lesson 2.4.1 - Exercise Worksheet Lesson 2.5: Predicate Language Module 2 Assessment 7 Module 3: Eye Movement Patterns Module 3 Introduction Video Lesson 3.1: Eye Movement Pattern Cues Lesson 3.2: How to Elicit Eye Patterns Lesson 3.3: Eye Tracking Exercise Lesson 3.3.1 Eye Tracking Exercise Sheet - PDF Lesson 3.4: Synesthesia Module 3 Assessment 8 Module 4: Submodalities Module 4 Introduction Video Lesson 4.1: Modalities and Submodalities Lesson 4.2: Possible uses for Changing Submodalities and How to Elicit Them Lesson 4.3: Using Submodalities for Change Lesson 4.3.1: Exercise - Submodality Change Video: How to use the Submodality Checklist Lesson 4.3.2: Submodality Checklist PDF Module 4 Assessment 9 Module 5: The Limbic System, Memory and Brain Activity Module 5: Introduction Video Lesson 5.1: How the Limbic System Affects Memory Lesson 5.1.1: Memory Graphics - Downloads Lesson 5.2: Perceptual Blindness and Conscious Overload Lesson 5.3: Brain Activity and Brain Waves Lesson 5.4: Circadian Rhythm Lesson 5.4.1: Exercise Worksheet - Sleep Diary Lesson 5.5:Ultradian Rhythm Module 5 Assessment 10 Module 6: Influences on Your State of Mind, Emotions, Beliefs and Decisions Module 6: Introduction Video Lesson 6.1: Influences on Your State of Mind Lesson 6.2: Emotional Response vs Decisions Lesson 6.3: Beliefs Lesson 6.4: Identifying Limiting Beliefs Lesson 6.4.1: Exercise Worksheet - Identify Your Limiting Beliefs Lesson 6.5: Limiting Beliefs - Framing Principle, Frame of Reference Lesson 6.5.1: Reframing, Schemas, Meaning Lesson 6.5.2 - Exercise Worksheet - Identify Your Frames of Reference, Schemas and Meaning Lesson 6.6: Values Lesson 6.6.1: Values Exercise Video Explanation Lesson 6.6.1 - Values Exercise WorkSheet Lesson 6.6.2: Beliefs Behind Your Values Video Explanation Lesson 6.6.2 - Exercise Worksheet 2 - Beliefs Behind Your Values Module 6 Assessment 11 Module 7:The Logical Levels Model for Personal Change Module 7: Introduction Video Lesson 7.1: An Introduction to the Logical Levels Model Lesson 7.2: Logical Levels - Environment Lesson 7.3: The logical Levels - Behaviour Lesson 7.4: The Logical Levels - Capability Lesson 7.5: The Logical Levels Model - Beliefs and Values Lesson 7.6: The Logical Levels Model - Identity Lesson 7.7: The Logical Levels Model - Purpose Video Explanation of Personal Exploration Exercise Lesson 7.8: Personal Exploration Exercise - PDF Module 7 Assessment 12 Module 8: Behavioural Change Module 8: Introduction Video Lesson 8.1: The Behavioural Change Learning Cycle Behavioural Change Learning Cycle - Video Explanation Behavioural Change Learning Cycle PDF Lesson 8.2: The Intentional Change Model Lesson 8.2.1: Reflective Exercise - Who Helped Me and Who Tried Lesson 8.3: The Intentional Change Model Cont. Module 8 Assessment 13 Part 2 - Techniques Part 2 - Techniques Introduction 14 Module 9: Negative Thought Pattern Interrupt Lesson 9.1: Negative Thought Pattern Interrupt - What Is It? Lesson 9.2: NTPI - The Process Overview Lesson 9.3: NTPI - The Process in Detail Lesson 9.4: NTPI - Live Video Demo with Client Lesson 9.5: NTPI Assignment 15 Module 10: The Whole Brain State Lesson 10.1: The Whole Brain State (WBS) - Description Lesson 10.2: WBS - The Process Lesson 10.3: The Whole Brain State - Live Video Demo with Client Lesson 10.4: Whole Brain State Assignment 16 Module 11: Anchoring Lesson 11.1: Brief History of Anchoring Lesson 11.2: Uses of Anchoring Lesson 11.3: 5 Keys to Anchoring - ITURN Lesson 11.4: The Anchoring Process Lesson 11.4.1: Icarus Anchoring Process - PDF Download Lesson 11.5: Anchoring - Live Video Demo with Client Lesson 11.6: Anchoring Assignment Lesson 11.7: How to Bring all Three Techniques Together 17 Module 12: Eye Patterning and Re-imprinting Lesson 12.1: What Is Eye Patterning and Re-Imprinting Lesson 12.2: What Are Memories & Imprints & How Are They Created? Lesson 12.3: Brick Walls and Feeling Stuck Lesson 12.4: Eye Patterning and Re-imprinting Process Lesson 12.5: EPRI - Live Video Demo with Client Lesson 12.6: Eye Patterning and Re-imprinting Assignment 18 Module 13: Swish Pattern Lesson 13.1: The Swish Pattern Lesson 13.2: Keys To Successful SWISH Patterns Lesson 13.3: SWISH Pattern Guide Script 19 Module 14: Purpose Lesson 14.1: Purpose Lesson 14.2: Your Purpose Statement - Exercise Worksheet 20 Module 15: Case Studies Assignment Lesson 15.1 - Case Study Assignment Lesson 15.2: Sample Case Studies and Informed Consent Form 21 Bonus Module 3: Personal Needs Lesson B3.1: How are Your Personal Needs Being Fulfilled? Lesson B3.1 - Exercise Worksheet - Hierarchy of Needs 22 Next steps More resources for you Before you go...Please leave us your thoughts on your experience of this course. This is invaluable to us as it means you are helping us to continuously improve our courses as we learn from you.

PACE was developed by Dr Dan Hughes (a clinical psychologist specialising in childhood trauma) more than 20 years ago as a central part of attachment-focused family therapy. It was created with the aim of supporting adults to build safe, trusting and meaningful relationships with children and young people who have experienced trauma. The approach focuses on building trusting relationships, emotional connections, containment of emotions and a sense of security.  PACE is a way of thinking, feeling, communicating and behaving that aims to make the child feel safe. Its four principles of communication – Playfulness, Acceptance, Curiosity and Empathy – facilitate the building of healthy, secure attachments between caregiver and child. PACE parenting is especially effective for supporting children that lack secure emotional bases. It is ideal for anyone working or living with children, especially those children in the care system Who is this course for? Anyone working with or living with children and young people. Like foster carers, adopting parents, residential carers, social workers but would also benefit parents experiencing difficulties. What will it cost? This is being developed as a video course – please contact us for prices. Face2face courses are £750.00 plus vat per session, plus travel. How will I benefit from this course? You will benefit by building safe, trusting and meaningful relationships with children and young people. What is the course content? Learn about the four principles of the model… communication- Play, Acceptance, Curiosity and Empathy with the add on of Like to make PLACE model and how to implement it…. The therapeutic needs of the children you care for… The fight flight freeze & fawn response Attachment Trauma & effects on the brain Transference/counter transference… Dysfunctional thoughts, beliefs and alternative ways of thinking… Self-help & support How are the courses delivered? Although this is being converted to a video course, it is available face2face for groups of around 15 people Is this course recognised? Yes, it is fully CPD accredited

Duration 1 Days 6 CPD hours This course is intended for Professionals desiring to improve their business planning, financial management, and decision-making skills and practice them in an ethical and professional manner will benefit from this course. Overview Recognize the importance of the big picture in business planning Leverage financial information to make sound business decisions Identify the importance of other financial levers to your business Understand the importance of ethics on long-term business success Appreciate how business etiquette affects your organizational success Students will learn to understand the mechanics of the organization ? reading and interpreting financials, making sound business decisions, and setting a course ? while also developing the skills to guide and direct your workforce. Private classes on this topic are available. We can address your organization?s issues, time constraints, and save you money, too. Contact us to find out how. 1. Gaining a Wider Perspective Understanding Business Acumen Improving Long and Short Term Interactions Finding and Recognizing Growth Opportunities Making Mindful Decisions How to Relate to Others 2. Understanding the Numbers Developing, Defining, and Reporting Key Performance Indicators (KPIs) Keeping Up with the Business Understanding Sales, Costs, and Profit Margin Monitoring Assets, Liabilities, Equity, and Financial Ratios Reviewing Income Statements, Balance Sheets, and Cash Flow Statements 3. Management Considerations Recognizing Talent and Organizational Management Thinking Critically - Asking the Right Questions, Evaluating the Situation, and Making the Decision Leveraging the Organization - Investing in Employees and Customers, Process Improvement, and Goal Alignment 4. Business Ethics Ensuring Ethical Obligations are Met Understanding Roles and Responsibilities Balancing Personal and Organizational Ethics Managing Ethically - Maintaining the 4 P\'s 5. Business Etiquette Maintaining Etiquette across Communication Platforms - Email, IMs, and Telephone Following Etiquette in Meetings Delivering Etiquette in Customer Interactions

In this workshop we explore how to understand movement differences of those with ADHD/Autism, Tourettes or Cerebral Palsy in a non-medical way. Online course coming soon Online Course now available via Teachable Platform – Understanding Movement Differences Learn at your own pace… lots of text and video support Course Category Inclusion Autism and Communication Behaviour and Relationships Description In this workshop we explore how to understand movement differences of those with ADHD/Autism, Tourettes or Cerebral Palsy in a non-medical way. Learning Objectives To understand movement differences using a respectful model that helps us all empathise For participants to understand the underlying rationale and ethos of this way of working To explore ways of maximising an individual’s inclusion and connection with the wider community through useful strategies around their movement challenges To explore ways of helping with movement accommodations Who Is It For? Anyone interested in mobilising the community to make it more inclusive around disabled or challenging individuals. Course Content • Understanding movement differences: stopping/starting/executing/switching and combining • Inclusion strategies • Building relationships • Frameworks of support

In this practical workshop session we will explore ways of including young people of all ages who experience anxiety some of whom may well be 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 as promoting innovative approaches to inclusion through the design of best practice. Course Category Autism and Communication Inclusion Parents and Carers Behaviour and Relationships Meeting emotional needs Description In this practical workshop session we will explore ways of including anxious children in mainstream schools and settings. The session will be values based and practical and will aim to allow the sharing of experiences and good practice as well as 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 anxiety.  Testimonials ‘Really gave me an idea of how people feel and helped me think how to plan to meet their needs.’ ‘Really useful insights’  Learning Objectives Increased confidence and understanding regarding including anxious children Access to a wider range of practical strategies to impact on anxiety Deeper understanding of core values surrounding inclusion New skills and processes to strengthen the inclusion of anxious children Insights and understanding of sensory sensitivities Understanding increased in area of movement differences Who Is It For? Personal Assistants Teachers 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 anxiety? How do we go about including anxious children? Can we understand more deeply what is going on underneath concerning behaviours? Key themes include: Movement differences Supports and Accommodations for Sensory Sensitivities Developing Friendships and Peer Support Learning to Listen

Never before have so many children been labelled with ADHD – not just labelled but also given powerful amphetamines as a ‘treatment’. ADHD is described as impacting on school-aged children and resulting in restlessness, impulsive actions, and lack of focus impairing their ability to learn properly. Course Category Behaviour and Relationships Meeting emotional needs Autism and Communication Description Never before have so many children been labelled with ADHD – not just labelled but also given powerful amphetamines as a ‘treatment’. ADHD is described as impacting on school-aged children and resulting in restlessness, impulsive actions, and lack of focus impairing their ability to learn properly. It is the most commonly studied and diagnosed psychiatric disorder in children, affecting about 3 to 5 percent of children globally and diagnosed in about 2 to 16 percent of school-aged children. 30 to 50 percent of those individuals diagnosed in childhood continue to have symptoms into adulthood. Adolescents and adults with ADHD tend to develop coping mechanisms to compensate for some or all of their impairments. ADHD is diagnosed two to four times more frequently in boys than in girls. ADHD management usually involves some combination of medications, Applied behaviour analysis (ABA, the new term for Behaviour modification), lifestyle changes, and counselling. ADHD and its diagnosis and treatment have been considered controversial since the 1970s. The controversies have involved clinicians, teachers, policy-makers, parents and the media. Topics include ADHD’s causes, and the use of stimulant medications in its treatment. So join us on a reflective, creative day where we look deeper at this whole area – seeing what we can learn from other areas that may help us in our understanding and inclusion of children and young people with this label Learning Objectives Increased confidence and understanding regarding ADHD labelled pupils and their inclusion in mainstream schools Access to a wider range of practical strategies to impact on movement and behaviour issues New skills and processes to strengthen the inclusion of young people with ADHD labels in all settings Opportunity to reflect and understand more deeply what might be happening in situations for someone labelled ADHD Who Is It For ? Any professional, carer or parent concerned with the education and inclusion of children labelled ADHD Course Content We will explore what is known about: Movement differences and accommodations for these – starting, stopping, switching, continuing, combining and so on… Anxiety and its link to activity levels Emotional roots to activity – the Circle of Courage will guide us

In this practical workshop session we will explore ways of including pupils 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. Course Category Autism and Communication Description In this practical workshop session we will explore ways of including pupils 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. Parental 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 labeled ‘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 ‘A great day – going away buzzing with ideas’?? ‘Thanks for a wonderful day. Useful informative and a real ‘eye opener’. I feel that I am able to understand why some autistic children carry out certain actions’ ‘I have gained a lot of knowledge and understanding and will be able to help support and accommodate children better. Thank you.’ ‘I now know autism is part of us all’ ‘Useful to stand in shoes of autistic people’ ‘I was blessed to be on this day’ ‘I will take all these ideas back to the nursery’ ‘Very respectful of people on the spectrum.’ ‘Ways of reaching a person, not a condition.’ ‘Really gave me an idea of how people feel.’ Learning Objectives Increased confidence regarding autistic pupils and their inclusion in mainstream schools 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 young Autistic people in all settings Who Is It For ? Early years and school based practitioners Heads and deputies Guidance staff Learning support teams SENCOs Primary and secondary teachers Parents 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 children or young 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 Developing School wide Supports for Teachers and Students

Circle of Friends is an approach to enhancing the inclusion, in a mainstream setting, of any child or young person who is experiencing difficulties in school because of disability, personal crisis or because of their challenging behaviour towards others. The ‘circle of friends’ approach works by mobilising the young person’s peers to provide support and engage in problem solving with the person in difficulty. Online Course now available via Teachable Platform – Creating Circles ofFriends Learn at your own pace… lots of text and video support Course Category Inclusion Peer Support Behaviour and Relationships Autism and Communication Description Circle of Friends is an approach to enhancing the inclusion, in a mainstream setting, of any child or young person who is experiencing difficulties in school because of disability, personal crisis or because of their challenging behaviour towards others. The ‘circle of friends’ approach works by mobilising the young person’s peers to provide support and engage in problem solving with the person in difficulty. ‘Circle of friends’ is not the same as ‘circle time’ but many of the skills and techniques used by teachers in ‘circle time’ can be used to support the ‘circle of friends’ process. Over the past 12 years Colin Newton and Derek Wilson have been encouraging the use of ‘circle of friends’ in a wide variety of primary and secondary schools, often with very successful outcomes. Some of these are described in their books ‘Circles of Friends’, (Folens, 1999) and ‘Creating Circles of Friends’ (Inclusive Solutions, 2005). This is an excellent opportunity to learn from Colin Newton and Derek Wilson the educational psychologists who brought this Department of Education endorsed approach to the UK. Learn how to build teams around challenging pupils by drawing on a resource which is always there…. other children. Enjoy participating in a multi media workshop that will challenge, entertain and reach for your emotions. Circles of support are for us all, for life…. and they work! Testimonials ‘Absolutely fantastic session – so thought provoking and positive.’ ‘Well presented excellent course’ ‘Wonderful, mind blowing day. Lots of children and young people there we need to really see – not treat’ ‘Excellent presentation, lively, modern, current – definitely got the attention. Course gave great food for thought and I feel confident that this way of working will have a place in the future of our school. Learning Objectives To be able to understand the values and wider context of inclusion To be able to set up and run a ‘circle of friends’ to reduce likelihood of a pupil being excluded or segregated To understand and be able to maximise the power of the peer group in supporting relationships, achievement and behaviour Who Is It For ? Primary and secondary teachers Heads and Deputies SENCOs Learning Support and Guidance staff Advanced Skills Teachers Parents Local Authority Support Services Community Development workers Early Years and School based Practitioners 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: The importance of Welcome Inclusion values underpinning this work The Intentional Building of Relationships – ‘Circle of Friends’ work as an example Not doing it alone – The Importance of Teams in developing inclusive practice Practical setting up of circles of friends Lessons learned Stories of circles in primary and secondary mainstream schools ^ Circles of Friends Training in Kiev, Ukraine