• Professional Development
  • Medicine & Nursing
  • Arts & Crafts
  • Health & Wellbeing
  • Personal Development

963 Educators providing Courses

Derbyshire Mind

derbyshire mind

Derby

Derbyshire Mind provide a range of advocacy and community mental wellbeing services designed to support people with mental health problems as well as the wider population. Advocacy Services: Our Community and Specialist Advocacy services provide support for Derbyshire residents to have their voice heard when important decisions are being made about their lives or to overcome issues that are impacting on their health and wellbeing. We also provide independent advocacy support for Derbyshire residents who wish to make a complaint about their NHS care or treatment, including any complaint against an organisation or service funded by the NHS. Enjoying Derbyshire: ‘Enjoying Derbyshire’ is our name for our community mental wellbeing programme comprising of groups and activities that have the common goal of improving mental wellbeing by boosting mood, reducing loneliness and isolation, and creating meaningful connections between people in Derbyshire. Active Monitoring: Active Monitoring is our guided self-help service for people experiencing mild to moderate mental health problems. Currently the Derbyshire Mind Active Monitoring service is being delivered from three GP practices across Derbyshire: Crich, Ripley, and Horizon in Derby. MindSpace: Derbyshire Mind’s MindSpace meet-ups are supportive community groups in local parks that creates space for people to get together, get some fresh air, meet some new friends, and be listened to in a friendly and inclusive group. All MindSpace walks are supported by our fantastic Derbyshire Mind volunteers who are friendly, inclusive, welcoming and really great listeners. We listen without judgement and without trying to ‘fix’ or give advice.

Blossom Aba

blossom aba

CarmarthenWales

Applied Behaviour Analysis is the science of behaviour and learning of socially significant behaviours. They need to be meaningful to the people we serve and support them in achieving a better quality of life. Examples of socially significant behaviours are as below: Requesting for wants and needs Learning to use the toilet Learning play, social and leisure skills Being able to perform independent living skills and self-help tasks Learning academic skills Increasing the variety of foods Improving levels of tolerance to medical procedures and routine appointment such as the dentist and the hairdresser We can also use the science of ABA to teach individuals readiness for learning skills and decrease behaviours of concern which include skills such as: Cooperation Expanding preference for items and activities Flexibility Reducing excessive and inappropriate behaviours Attending skills Reducing behavioural supports in line with learner readiness and the acquisition of independence Behaviours of concern include: Feeding, Sleep and inappropriate and excessive behaviours such as teaching a child to stop when out and about and reducing throwing behaviour. Other examples are challenging behaviours which include self-injury and aggression towards others. Applied Behaviour Analysis has been used with a variety of populations including those with autism and developmental disabilities (Van Houten et al, 1988; Roane et al, 2016). Studies show the effectiveness of ABA in the teaching of children with developmental disabilities when compared with eclectic approaches (Howard et. al, 2005). However, ABA is not just used with autism and developmental disabilities. ABA can also also be used: In organisations as part of staff training (Parsons, Hollinson & Reid, 2010) With individuals that require self-management strategies to deal with areas they are struggling with such as addiction (Petry, N. M. et al, 2000) To help with anxiety and depression (Hayes, S & Smith, S., 2005). ABA is also used successfully in animal training (Pryor, K., 1999). ABA literature has studies published and evidence based research in each of the above areas. This list is not exhaustive.

For the Love of Lemons

for the love of lemons

0.0(3)

Ayr

My journey started many years ago when I suffered with severe IBS, inflamed acne, fatigue and very poor immune function. I was sick all the time, not knowing what was causing my issues. It left me with anxiety and I realised something needed to change. After a lot of personal research and the support from an amazing nutritional therapist, I found something that worked for me. I discovered I was deficient in so many nutrients and needed to eliminate, and introduce certain foods to help me heal naturally. This is when I realised the power and the healing benefits of eating well. Food really is medicine! Once I started to heal I really wanted to share my knowledge with others. If I could feel better, then I wanted other people to feel better too. So, I left my career in design to work in the natural health industry to learn more. This is when I started to run workshops to teach people how to make healthy and nutritious food. My main mission was, and still is, to help others and to give them the tools they need to improve their health. Today, after studying to become a Nutrition Coach, I can now help others on a greater scale. I absolutely love what I do. I know I had to go through my own struggle to be where I am today and I am grateful for the journey. I am still on this journey and I am always learning and listening to my body now. I love food and I love cooking with different types of foods. I have been introduced to whole new flavours and tastes. I have fun in the kitchen and like to throw things together. I am quite impatient, so cooking is usually less than 30 mins if possible. I also have a love for chocolate, so I am always coming up with new ways to satisfy my cravings. Check out my Chocolate Beetroot Truffles. A great naturally sweet treat.

Leeds Recovery College

leeds recovery college

Yorkshire

Leeds and York Partnership NHS Foundation Trust is the main provider of specialist mental health and learning disability services in Leeds. We also provide specialist services across York, the Yorkshire and Humber region, and some highly specialised national services. Our vision is to provide outstanding mental health and learning disability services as an employer of choice. This means supporting our service users and carers, our staff and the communities we serve to live healthy and fulfilling lives where we can all achieve our personal and professional goals, and live free from stigma and discrimination. We are an NHS foundation trust. That means: we have some freedoms to decide locally how to meet our obligations we are accountable to local people, who can become members and governors we are authorised and monitored by NHS Improvement, who support us and hold us to account We provide services for people experiencing a mental health crisis that requires urgent assessment and treatment. This may be someone’s first experience of mental health distress or a relapse of an existing mental illness. We offer services to people who need support and treatment for a wide range of mental health conditions, from depression, anxiety and obsessive compulsive disorder, to dementia, bipolar disorder, schizophrenia and personality disorders. Find out more about the services we offer. We support people living with issues such as addictions, eating disorders, or physical problems with psychological causes, and those needing the support of our gender identity service. Our Trust provides assessment and diagnosis of people of all intellectual ability, who may have autism. We offer community, supported living and inpatient care to people with a learning disability, who can present with challenging behaviour or complex physical health needs. We offer services across the region, and in a variety of locations, including inpatient children’s services in York, deaf children’s services across northern England, and secure services for Leeds and York.

Sheryl Findlay Coaching

sheryl findlay coaching

London

Growing up I was incredibly blessed by the magic my parents created for my sisters and I at Christmas. It started a few weeks before the big day with the tree. We had a classic late 80’s white tree. Each year, we’d gather together as we unboxed the decorations, taking it in turns to place our favourite baubles on the branches. The star, the most magical ornament of all, would be placed at the top by my Dad. The Christmas classics vinyl would be playing on our record player as we drank hot chocolate and prepared for the forthcoming festive season. These remain some of my fondest and most vivid memories. My parents kept that seasonal spirit alive for us throughout the pursuant weeks, ending in a crescendo on Christmas day. Gifts and games galore, sing alongs whilst my Dad played the guitar. As the night drew to a close my Mum would snuggle us up under a blanket before we went to bed. I wouldn’t trade these precious memories for anything. I’m aware how very fortunate I am. Nowadays Christmas remains a joyful time for us and over the years, we’ve gathered new loved ones and added even more traditions to our family repertoire. Charades is a Findlay family classic. And you can bet your bottom dollar Die Hard will feature at least once. In 2019 I experienced my worst Christmas. Dealing with a difficult diagnosis and having only received my cancer treatment plan hours before, I spent the day in a haze of champagne, anti-anxiety medication and shock. The year or two leading up to that Christmas, I’d been experimenting with long periods alcohol free. Once a proud owner of my party girl status, I’d been surprised by how freeing it felt to remove the booze and lean into other facets of myself. Parts of me that I’ve now come to realise alcohol had been concealing, or more perhaps more accurately, stealing.

Dyslexia School Search

dyslexia school search

London

I think it is very important for clients to understand my background. I am first and foremost the mother of three children, one of whom, my daughter, is very dyslexic. I know from first-hand experience the pain, frustration and loneliness of being the parent of a bright child who is totally failing academically and for whom there is very little support from the teaching world. I was fortunate, in that I was working in the world of education when my daughter was diagnosed, and even more fortunate that one Headmaster out of many approached was “willing to have a go”. The final outcome for us was successful with a daughter gaining both GCSEs, A Levels and eventually after a huge amount of effort on her part a degree in the subject that she was determined to study. The outcome for other children with dyslexia and other SpLD needs is not always so successful. Having travelled extensively both in Europe, China, Korea, Japan, the Gulf States and Africa recruiting students for boarding in the United Kingdom, it has become apparent to me that although there are some exceptionally good international schools, many of them have limited resources to help children with dyslexia. For more information please look at the case studies page. Not only do they have limited resources in their learning support departments, often a fast turnaround in teachers, and importantly often the child’s stay in any one school is relatively short dependent on the parents posting, in addition the size of the school plays a significant role for children with SpLD needs. A dyslexic child often has issues of anxiety, and a large school with in many cases a school population in excess of 1000 students can have serious implications for these children. Children with dyslexia need more than most continuity of care and education, without it they are unlikely to thrive.