16194 Courses

The Drop-in workshop is a DIY creative chocolate making session running on Sundays; You can book 1h slot anytime between 11.30am and 5.30pm for table of 6 maximum.

This comprehensive two-day sleep workshop provides healthcare professionals with an understanding of a wide range of common childhood sleep difficulties and sleep disorders . We explore up-to-date evidence and science based strategies to enable participants to support families struggling with their with pre-school children and for children with SEND. Throughout the two days we use real-life case studies enabling delegates to assess and plan gentle and responsive interventions for a range of child sleep problems and sleep disorders. We have developed the workshop content and delivery to be highly engaging, interactive and relevant to all community staff working with families with young children experiencing sleep problems. Child focused and firmly grounded in research and evidence-based practice our training follows the Baby Friendly Initiative. This two-day workshop is accredited for 12 CPD Hours by The CPD Certification Service; “This is a good course delivering clear learning value. It has a well-written and engaging presentation and a variety of activities and tasks to aid interactivity and learner engagement.” Workshop Aims To provide community staff with up-to-date evidence based knowledge to develop their theoretical and practical understanding of sleep needs; sleep patterns; sleep cycles and common difficulties. To support community staff to enhance their confidence, skills and knowledge base in providing guidance to parents regarding sleep difficulties in infants and children. To provide an overview of evidence based interventions used to help behavioural sleep difficulties in infants and children. Learning Outcomes By the end of this two-day course participants will be able to: Understand the science of sleep, sleep hygiene and sleep needs Understand common sleep difficulties Gain an understanding of a range of common sleep interventions used to help behavioural sleep difficulties in children Understand how to undertake a sleep assessment, incorporating a sleep history and the use of a sleep diary Understand common paediatric disorders that may impact sleep Provide anticipatory sleep advice and interventions to parents Modify a sleep programme to suit an individual family’s needs and support the family’s capacity to change

This highly practical and unique course will take you through a defined process to help make your recruitment as efficient and as effective as possible. Ways of identifying the behavioural competencies required to be successful in the role are explored so that you can draw up accurate job descriptions and profiles to define your ideal candidate. The course then investigates through online and offline options for attracting and sourcing candidates.

Essential knowledge – for counsellors, psychotherapists and anyone else working with distressed people This new online course is designed to stimulate deeper thinking about the ethical dilemmas and professional difficulties you may encounter when working with people suffering emotional distress. It gives you sound principles to remember and realistic guidelines to follow whenever difficult ethical situations arise. Whilst primarily designed for counsellors and psychotherapists, anyone interested in thinking more clearly about ethical matters, including social workers, occupational therapists, mental health workers, medical and legal professionals, can complete the course. The guidance offered is not a list of static ‘rules’ but a framework of interlocking ideas and insights through which it is possible to create clear and reasonable codes of professional conduct to help ensure we act ethically. The discussions between the tutors raise important considerations – deriving from real case histories – and give you valuable insights about the evolution of ethical behaviour and the nature of ethical problems today. Why this course is needed We live in a world that, despite technological progress, seems to have lost its moral compass. It should go without saying that all therapists should act ethically with their patients, but some don’t. The consequences of this can prove distressing and even damaging for the client involved, and, for the practitioner, can mean anything from public censure, suspension from practice, or full-scale striking off. So, in addition to following guidelines and a code of practice, therapists need to develop a sound inner intuition of what the right thing to do is in any particular circumstance. However, developing this intuition requires us to escape from our mental pigeon-holes so that we can develop richer patterns of thought, through consideration of a wide range of potential pitfalls and ethical dilemmas, to draw upon and return to throughout our professional lives. What will you explore The foundations of ethics Ethics and human nature The difference between ethics, morals and the law The reason ethical dilemmas arise The HG Code of Ethics Examples of modern ethical quandaries Living in a ‘victim culture’ that’s obsessed with blaming Why ethical behaviour is socially conditioned The importance of learning from mistakes Why relying on systems can inhibit flexibility of thought and behaviour Why organisational rigidity drives bureaucracies to behave unethically What determines our individual nature, character and mental health The assumptions we make that get in the way of ethical decision making Typical case histories dealt with by the HGI’s Registration and Professional Standards Committee Ethics: needs and wants Ethics, tribalism and political correctness Our inbuilt range of moral emotional responses The illusion of shared perceptions Three ethical safeguards arising from the Human Givens approach The importance of spare capacity when helping others The danger of patients putting therapists on a pedestal Why technology, using artificial intelligence, raises ethical questions Accredited CPD certificate and much more… Counts towards a Diploma By taking this course, you could be on your way to completing Part 1 of the Human Givens Diploma – a flexible, part-time psychotherapy course which will deepen your psychological knowledge and increase your ability to help people effectively and quickly.  Course Programme Part 1The nature of ethical problems Part 2Ethical Foundations Part 3Practitioners Code of Conduct Part 4Case Histories What's included? 24 Videos 30 Quizzes Life-long access CPD Certificate Course format This online ethics course is delivered by four distinguished Fellows of the HGI, Sue Saunders, Ian Thomson, Ivan Tyrrell and Denise Winn – their discussions provide much food for thought and draw on real case histories that have come before the HGI’s Registration and Professional Standards Committee. As with all our online courses, you are required to answer multiple-choice questions designed to add to your knowledge and deepen your understanding: an enjoyable, thought-provoking part of the learning process. Once you have completed the course, you will receive an Accredited CPD certificate, which counts towards the Human Givens Diploma. This course has been independently assessed by the internationally recognised CPD Standards Office for 6 hours of CPD training. Meet your tutors Ivan Tyrrell Ivan Tyrrell worked for many years as a psychotherapist and now spends most of his time lecturing and writing. Read more Sue Saunders Sue has worked in training, coaching and psychotherapy for over 30 years. She also has extensive experience in the corporate world. Read more Ian Thompson Ian Thomson is the former deputy chair of the HGI Registration and Professional Standards Committee Read more Denise Winn Denise is a journalist, editor and author specialising in psychology – who has also practised as a human givens therapist since 2000. Read more

Do you need a qualification in data protection or are you thinking about learning more about data protection for your organisation? The BCS Practitioner Certificate in Data Protection designed for those with some data protection responsibilities in an organisation and wish to achieve and demonstrate a broad understanding of the law and progresses from what is taught in the BCS Foundation Certificate in Data Protection.

Overview This comprehensive course on Train the Trainer will deepen your understanding on this topic. After successful completion of this course you can acquire the required skills in this sector. This Train the Trainer comes with accredited certification, which will enhance your CV and make you worthy in the job market. So enrol in this course today to fast track your career ladder. How will I get my certificate? After successfully completing the course you will be able to order your certificate, these are included in the price. Who is This course for? There is no experience or previous qualifications required for enrolment on this Train the Trainer. It is available to all students, of all academic backgrounds. Requirements Our Train the Trainer is fully compatible with PC's, Mac's, Laptop, Tablet and Smartphone devices. This course has been designed to be fully compatible with tablets and smartphones so you can access your course on Wi-Fi, 3G or 4G. There is no time limit for completing this course, it can be studied in your own time at your own pace. Career Path Having these various qualifications will increase the value in your CV and open you up to multiple sectors such as Business & Management, Admin, Accountancy & Finance, Secretarial & PA, Teaching & Mentoring etc. Course Curriculum 35 sections • 98 lectures • 18:47:00 total length •Introduction to Trainer Bootcamp: 00:13:00 •What Makes a Great Trainer?: 00:18:00 •Make Them Feel Safe Before Class Introduction: 00:05:00 •Make Comfortable Small Talk - Part 1: 00:17:00 •Make Comfortable Small Talk - Part 2: 00:20:00 •Make Comfortable Small Talk - Activity Feedback: 00:09:00 •Make an Impressive First Impression: 00:15:00 •Give Last Minute Reminders - Part 1: 00:19:00 •Give Last Minute Reminders - Part 2: 00:15:00 •Give Your Introduction - Part 1: 00:18:00 •Give Your Introduction - Part 2: 00:20:00 •Give Your Introduction - Part 3: 00:00:00 •Find Out About Them: 00:18:00 •Reveal the Takeaways: 00:13:00 •Set Boundaries and Expectations - Part 1: 00:18:00 •Set Boundaries and Expectations - Part 2: 00:06:00 •Give the Lesson Hook: 00:07:00 •Do an Oral Review - Part 1: 00:17:00 •Do an Oral Review - Part 2: 00:04:00 •Send Them to Break: 00:04:00 •Walk and Talk During Break: 00:11:00 •Bring Them Back From Break: 00:13:00 •Workbook - Train the Trainer - Part 1: 00:00:00 •Introduction: 00:11:00 •Build Pre-Activity Credibility and Rapport: 00:15:00 •Hook the Trainees on the Activity - Part 1: 00:15:00 •Hook the Trainees on the Activity - Part 2: 00:12:00 •Craig Czarnecki - 1-3 Get Buy-In for the Activity: 00:06:00 •Craig Czarnecki - 1-1 Part 1 Activity - Get Buy In for the Activity: 00:11:00 •Craig Czarnecki - 2-1 Find Trainees Who Need Help: 00:10:00 •Craig Czarnecki - 2-2 Find Trainees Who Need Help: 00:19:00 •Craig Czarnecki - 2-3 Activity Find Trainees Who Need Help: 00:18:00 •Craig Czarnecki - 3-1 Activity Tutor Effectively During Activities: 00:17:00 •Craig Czarnecki - 3-2 Tutor Effectively During Activities: 00:11:00 •Craig Czarnecki - 3-3 Tutor Effectively During Activities: 00:20:00 •Craig Czarnecki - 3-4 Activity Tutor Effectively During Activities: 00:19:00 •Craig Czarnecki - 3-5 Activity Tutor Effectively During Activities: 00:09:00 •Craig Czarnecki - 4-1 Manage the Activity Pace: 00:17:00 •Craig Czarnecki - 4-2 Activity Manage the Activity Pace: 00:14:00 •Craig Czarnecki - 5 Activity Prepare to Lead an Activity: 00:18:00 •Craig Czarnecki - Activity Highlight Video: 00:00:00 •Workbook - Training on Facilitating Classroom Activity: 00:00:00 •0.1 Craig Czarnecki - Coach Intro Part 1: 00:19:00 •0.2 Craig Czarnecki - Coach Intro Part 2: 00:07:00 •1.1 Craig Czarnecki - Coach Learn About the Trainer - Recognize the Trainers Strengths: 00:13:00 •1.2 Craig Czarnecki - Coach Learn About the Trainer - Gauge areas for improvement: 00:07:00 •1.3 Craig Czarnecki - Coach Learn About the Trainer - Identify what's Important to the trainer: 00:03:00 •1.4 Craig Czarnecki - Coach Identify the Trainers Style: 00:01:00 •2.1 Craig Czarnecki - Coach Create Initial Value for the Trainer - Create Deliverables for the kickoff meeting: 00:08:00 •2.2 Craig Czarnecki - Coach Create Initial Value for the Trainer - Create a hook for the kickoff meeting: 00:10:00 •2.3 Craig Czarnecki - Coach Create Initial Value for the Trainer - Prepare for the kickoff meeting: 00:07:00 •3.1.1 Craig Czarnecki - Make a Good First Impression - Build a Teammate Relationship Immediately Part 1: 00:10:00 •3.1.2 Craig Czarnecki - Make a Good First Impression - Build a Teammate Relationship Immediately Part 2: 00:14:00 •3.1.3 Craig Czarnecki - Make a Good First Impression - Build a Teammate Relationship Immediately Part 3: 00:16:00 •3.2.1 Craig Czarnecki - Make a Good First Impression - Discuss the Process for Trainer Growth Part 1: 00:12:00 •3.2.2 Craig Czarnecki - Make a Good First Impression - Discuss the Process for Trainer Growth part 2: 00:12:00 •4.1 Craig Czarnecki - Observe the Trainer in the Classroom - Prepare for the Classroom Observation: 00:15:00 •4.2.1 Craig Czarnecki - Observe the Trainer in the Classroom - Master 7 Keys to Effective Note-Taking Part 1: 00:14:00 •4.2.2 Craig Czarnecki - Observe the Trainer in the Classroom - Master 7 Keys to Effective Note-Taking Part 2: 00:14:00 •4.3 Craig Czarnecki - Observe the Trainer in the Classroom - Apply 4 Quick Steps to Classroom Oberserations: 00:09:00 •4.4.1 Craig Czarnecki - Observe trainer activity part 1: 00:19:00 •4.4.2 Craig Czarnecki - Observe trainer activity part 2: 00:18:00 •5.1.1 Craig Czarnecki - Write a Classroom Observation Summary - Identify Strengths and Areas for Improvement Part 1: 00:12:00 •5.1.2 Craig Czarnecki - Write a Classroom Observation Summary - Identify Strengths and Areas for Improvement part 2: 00:13:00 •5.2.1 Craig Czarnecki - Write a Classroom Observation - Record Strengths and Areas for Improvement Part 1: 00:19:00 •5.2.2 Craig Czarnecki - Write a Classroom Observation - Record Strengths and Areas for Improvement Part 2: 00:17:00 •5.2.3 Craig Czarnecki - Write a Classroom Observation - Record Strengths and Areas for Improvement Part 3: 00:18:00 •5.3 Craig Czarnecki - Write a Classroom Observation - Record the Main Strength of the Trainer: 00:35:00 •Introduction and Welcome: 00:00:00 •Open Well: 00:27:00 •Communicate Effectively: 00:15:00 •Provide In Class Support: 00:17:00 •Workbook - Train the Trainer Coliseum: How to Train Very Large Classes: 00:00:00 •Introduction and Welcome: 00:19:00 •Take Good Care Of Yourself: 00:06:00 •Manage Your Stress: 00:09:00 •Anticipate Unexpected Issues: 00:08:00 •Get Help And Make It Helpful: 00:00:00 •Help Them Get It: 00:14:00 •Manage Large Classes: 00:09:00 •Have Fun Your Way: 00:13:00 •Control Tough Customers: 00:10:00 •Engage Adult Students With Ease: 00:02:00 •Interpret Your Feedback: 00:02:00 •Wrap Up Questions And Answers: 00:04:00 •Introduction and Welcome: 00:06:00 •Hog-Tie the Talk Hogs: 00:20:00 •Give the Experts the Spotlight: 00:12:00 •Simmer Down the Know-it-Alls: 00:11:00 •Placate Resenters - Part 1: 00:11:00 •Placate Resenters - Part 2: 00:14:00 •Handle the Fault-Finders: 00:11:00 •Shut Down the Hecklers: 00:10:00 •Stimulate Stubborn Passivists: 00:06:00 •Engage the Distracted Inefficient: 00:07:00 •Workbook - Train the Trainer Serenity Course: 00:00:00 •Assignment - Train the Trainer: 00:00:00 •Order Your Certificate: 00:00:00

Everybody has their own Social Interaction Style based around their behavioural preferences. Each person instinctively acts according to their inherent style. Team members will act out their styles in team working. Customers will act out their styles in buying situations. Salespeople will feel more comfortable selling according to their natural style. Being able to identify the Social Interaction Style of other people will give you valuable insights that you can use to establish rapport, open lines of communication, build trust, motivate and influence. Ways to work with each Social Interaction Style will be explored along with techniques to enhance and improve your interactions leading to better communication.

QLS Endorsed + CPD QS Accredited - Dual Certification | Instant Access | 24/7 Tutor Support |

QLS Endorsed + CPD QS Accredited - Dual Certification | Instant Access | 24/7 Tutor Support

Aim The aim of this course is to develop the confidence and practical skills of participants to deliver great quality, timely RSE for pupils with SEND in primary education Learning outcomes By the end of the training participants will have: had an update of the DfE guidance about relationships education and health education and optional primary sex education thought about what language (spoken and visual) to use in the school to talk about private body parts and during personal care discussed how to deal with touching behaviours in the classroom identified relevant, age appropriate resources to use for RSE Course Outline Welcome and introductions and working agreement Government guidance Language and symbols Dealing with touching behaviours in the classroom Resources and how to use them Close