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Suite 112, i:Centre, Howard Way. Newport Pagnell, MK16 9PY. Telephone: 01908 299445/6.

Email: [email protected] Web: www.daisyboggconsultancy.co.uk

2019

Continuing

Professional

Development

Daisy Bogg Consultancy Ltd

Learning and Practice Development

Course Catalogue

Professional

Support and

Consultancy

Practice

Development

Leadership

and

Facilitation

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Contents INTRODUCTION ............................................................................................................................. 5

WHY CHOOSE US? ........................................................................................................................ 6

PRICES ............................................................................................................................................ 7

BOOKINGS ...................................................................................................................................... 7

LEARNING OUTLINES.................................................................................................................... 7

MENTAL HEALTH .................................................................................................................................. 8

MENTAL HEALTH AWARENESS.................................................................................................. 9

UNDERSTANDING EATING DISORDERS ...................................................................................... 9

UNDERSTANDING PERSONALITY DISORDER ............................................................................ 10

PARENTAL MENTAL HEALTH ................................................................................................... 11

MENTAL HEALTH & THE IMPACT ON PARENTING ..................................................................... 12

WORKING WITH CHILDREN & YOUNG PEOPLE WITH ASPERGER'S AND ASD ............................ 13

WORKING WITH OCD ............................................................................................................. 13

UNDERSTANDING KORSAKOFF’S SYNDROME .......................................................................... 14

DIVERSITY IN MENTAL HEALTH ............................................................................................... 15

SUBSTANCE MISUSE .......................................................................................................................... 16

MENTAL HEALTH AND SUBSTANCE USE .................................................................................. 17

SUBSTANCE MISUSE AND THE IMPACT ON PARENTING ............................................................ 18

SUBSTANCE MISUSE & CAPACITY ........................................................................................... 19

DOMESTIC ABUSE ............................................................................................................................200

AN INTRODUCTION TO THE DYNAMICS OF DOMESTIC ABUSE ................................................... 21

DOMESTIC ABUSE AND RISK ................................................................................................... 21

THE IMPACT ON CHILDREN & PARENTING ............................................................................... 22

MANAGING ADOLESCENT RISK ............................................................................................... 23

WORKING WITH PARENTS AS PERPETRATORS ........................................................................ 23

YOUNG PEOPLE & INTIMATE PARTNER VIOLENCE ................................................................... 24

WORKING WITH VICTIMS & FAMILIES ...................................................................................... 24

DOMESTIC VIOLENCE, RECOGNITION AND RESPONSE. ........................................................... 25

CHILDREN AND YOUNG PEOPLE...................................................................................................... 26

EFFECTIVE ENGAGEMENT WITH RELUCTANT FAMILIES AND POSITIVELY MANAGING THE

CHALLENGES ......................................................................................................................... 27

ATTACHMENT TRAINING ......................................................................................................... 28

CHILD DEVELOPMENT ............................................................................................................ 29

SAFEGUARDING FOR FOSTER CARERS ................................................................................... 30

SAFEGUARDING CHILDREN – LEVEL 1 .................................................................................... 30

SAFEGUARDING CHILDREN - LEVEL 2 ..................................................................................... 31

SAFEGUARDING CHILDREN - LEVEL 3 ..................................................................................... 31

RECOGNISING AND RESPONDING TO EMOTIONAL ABUSE ........................................................ 32

CHILD NEGLECT ..................................................................................................................... 32

CHILD PROTECTION & PROFESSIONAL DANGEROUSNESS ....................................................... 33

RECORD KEEPING FOR FOSTER CARERS ............................................................................... 34

HIDDEN HARM ........................................................................................................................ 34

CHILD SEXUAL EXPLOITATION AWARENESS ............................................................................ 35

ADVANCED CHILD SEXUAL EXPLOITATION ............................................... 35

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CHILD CRIMINAL EXPLOITATION .............................................................................................. 36

RADICALISATION .................................................................................................................... 36

MISSING CHILDREN ................................................................................................................ 37

CHILD TRAFFICKING & MODERN SLAVERY .............................................................................. 37

CONFERENCE & CORE GROUPS ............................................................................................. 38

COURT SKILLS ....................................................................................................................... 38

VIABILITY ASSESSMENTS ........................................................................................................ 39

PRE – BIRTH ASSESSMENTS .................................................................................................. 40

CHRONOLOGIES, GENOGRAMS AND ECO-MAPS ..................................................................... 41

LIFE STORY TRAINING ............................................................................................................ 42

AMHP REFRESHERS ........................................................................................................................... 43

AMHP: LEGAL UPDATE .......................................................................................................... 44

AMHP: EATING DISORDERS & MHA ...................................................................................... 45

AMHP: SUBSTANCE USE & MHA ........................................................................................... 45

AMHP: PERSONALITY DISORDERS & MHA............................................................................. 46

AMHP PRACTICE: CULTURAL SENSITIVITY AND AWARENESS ................................................. 47

AMHP: INTERFACE WORKING WITH THE POLICE .................................................................... 48

REPORT WRITING FOR AMPHS .............................................................................................. 48

AMHP PACE ........................................................................................................................ 49

MENTAL HEALTH ACT & CRIMINAL JUSTICE ............................................................................ 49

MENTAL HEALTH ACT 1983/MENTAL CAPACITY ACT 2005 INTERFACE ................................... 50

AMHP ASSESSING CHILDREN & YOUNG PEOPLE ................................................................... 51

AMHP PARENTAL MENTAL HEALTH ....................................................................................... 51

AMHP LEARNING DISABILITIES, MENTAL HEALTH & AUTISTIC SPECTRUM .............................. 52

SAFEGUARDING AND THE AMHP ROLE................................................................................... 53

RISK & RISK MANAGEMENT FOR AMHPS ............................................................................... 53

OLDER PEOPLE AND MENTAL HEALTH .................................................................................... 54

VALUES AND ETHICS IN AMHP ............................................................................................... 54

AMHP APPROVAL PROCESSES (AMHP WARRANTS) ............................................................. 55

AMHP ADVANCED ASSESSMENT & INTERVIEWING ................................................................. 55

MENTAL CAPACITY ACT AND DEPRIVATION OF LIBERTY SAFEGUARDS ................................ 56

AN INTRODUCTION TO THE MCA 2005 ................................................................................... 57

MENTAL CAPACITY ACT AWARENESS ..................................................................................... 57

USE OF MCA AND DOLS FOR CHILDREN WITH DISABILITIES ................................................... 58

DOLS PROVIDER MANAGER PROGRAMME .............................................................................. 58

AN INTRODUCTION TO DOLS .................................................................................................. 59

DOLS IN THE COMMUNITY ...................................................................................................... 59

SKILLS IN PRACTICE .......................................................................................................................... 60

MOTIVATIONAL INTERVIEWING ................................................................................................ 61

REFLECTIVE PRACTICE .......................................................................................................... 61

BRIEF SOLUTION FOCUSED THERAPY ..................................................................................... 62

EFFECTIVE COMMUNICATION .................................................................................................. 62

PERSON CENTERED PLANNING .............................................................................................. 63

TRAUMA INFORMED PRACTICE ............................................................................................... 64

STRENGTHS-BASED PRACTICE ............................................................................................... 65

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POSITIVE RISK MANAGEMENT ................................................................................................ 66

ANALYSIS INTO ASSESSMENT, DECISION MAKING AND REPORT WRITING ............................ 67

MHRT AND REPORT WRITING FOR RCS AND NURSING REPORTS .......................................... 68

MHRTS & PROFESSIONAL REPORT WRITING ......................................................................... 68

MHRT & SOCIAL CIRCUMSTANCES REPORTS ........................................................................ 69

REPORT WRITING FOR BIAS................................................................................................... 70

REPORT WRITING FOR ADULT AND CHILDREN’S SOCIAL CARE................................................ 71

ANALYSIS INTO ASSESSMENT FOR ADULT AND CHILDREN’S SOCIAL CARE .............................. 72

BEST INTEREST ASSESSOR TRAINING ........................................................................................... 73

BEST INTEREST ASSESSOR TRAINING .................................................................................... 74

BIA RETURN TO PRACTICE ..................................................................................................... 74

REPORT WRITING FOR BIAS................................................................................................... 75

BIA REFRESHER TRAINING..................................................................................................... 76

BIA AND RISK ENABLEMENT ................................................................................................... 76

SOCIAL CARE ...................................................................................................................................... 77

UNDERSTANDING HELP SEEKING BEHAVIOUR......................................................................... 78

CARE ACT 2014 ..................................................................................................................... 78

VALUES AND ETHICS .............................................................................................................. 79

CULTURAL SENSITIVITY .......................................................................................................... 79

DIVERSITY TRAINING .............................................................................................................. 80

APPROPRIATE ADULT TRAINING ............................................................................................. 81

SOCIAL SUPERVIORS TRAINING .............................................................................................. 82

SOCIAL WORK CPD ............................................................................................................................ 83

REFLECTIVE PRACTICE .......................................................................................................... 84

THE PCF IN PRACTICE ........................................................................................................... 84

LEARNING FROM SERIOUS CASE REVIEWS (SCR) .................................................................. 85

MANAGEMENT AND SUPERVISION .................................................................................................. 86

SUPERVISION SKILLS FOR SOCIAL WORKERS ......................................................................... 87

SUPERVISION FOR PRACTICE QUALITY ................................................................................... 87

MANAGING SERVICES............................................................................................................. 88

MANAGING PROFESSIONAL STAFF .......................................................................................... 88

SUPERVISION AND MANAGEMENT OVERSIGHT ........................................................................ 89

ESCALATING CONCERNS ........................................................................................................ 89

EVIDENCE BASED DECISION MAKING FOR MANAGERS ............................................................ 90

PREPARING AND RESPONDING EFFECTIVELY TO CQC INSPECTIONS FOR MANAGERS............. 91

REFLECTIVE SUPERVISION ..................................................................................................... 92

ASSESSED AND SUPPORTED YEAR IN EMPLOYMENT (ASYE) ................................................... 93

ASYE PROGRAMMES ............................................................................................................. 94

WORKSHOPS FOR ASYE SUPERVISORS ................................................................................. 95

DEVELOPING YOUR ASYE PORTFOLIO ................................................................................... 95

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INTRODUCTION

Welcome to the DBC Learning and Practice Development Catalogue and thank you

for your interest in our services. This section tells you a little more about DBC. We

pride ourselves on delivering high quality learning and development services. We are

an Open College Network (OCN) accredited training provider, holding the OCN Quality

Endorsement Licence (QEL). We are also accredited by The British Association of

Social Workers (BASW) as a training provider for the social work sector.

All Trainers delivering learning programmes on behalf of DBC, are experts in their field

with current frontline experience of practice, research and teaching or mentoring

others. For details about our trainers, their knowledge, skills, experience and areas of

interest, visit our website - http://www.daisyboggconsultancy.co.uk/our-people.html.

This catalogue is arranged by subject and showcases our current range of offers,

additional programmes are added regularly, and we are always happy to design

bespoke programmes and activities based on customer needs and preferences. Our

courses are mainly advertised as one or two-day programmes, but these can be

adjusted. If you want to talk to us about length of a course, please contact us for further

information at [email protected] or call us on 01908 299445.

For details of all our activities, current projects and services please visit us online - http://www.daisyboggconsultancy.co.uk/index.html.

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WHY CHOOSE US?

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Our prices generally range from £680 - £1000 per course. This is dependent on a

number of factors including whether the course is already written, being adapted to

your needs or being written as a bespoke course for you, whether we are delivering

the training directly or using an associate with a particular expertise and skill base, the

number of delegates, and any additional travel, administrative or management costs

that may be involved. We also offer discounts of 5 or 10% for block bookings.

If you wish to discuss your training requirements or book a course, please contact us

via: [email protected] or call us on 01908 299445. We will aim

to confirm all bookings within 5 working days. We will send you details of our Terms

and Conditions, Cancellation Policy, Data Protection Policy/Privacy Notice and

Complaints Policy. We aim to be as flexible as possible in meeting your requirements,

however due to the popularity of our training provision we recommend booking as early

as possible.

This catalogue contains example titles and broad learning outcomes, however these

can all be adapted, and detailed learning outlines of how outcomes are achieved can

be provided on request. Similarly, if you provide us with your preferred title and desired

learning outcomes, we can tailor our courses to your needs. If you require a bespoke

training package for a particular group of staff and/or topic that is not in this catalogue,

please let us know, we have access to a wide range of specialist associates and it is

highly likely we will be able to meet your needs.

This catalogue is frequently updated, our most up-to-date catalogue can be found

here: http://www.daisyboggconsultancy.co.uk/training-learning--cpd.html

PRICES

BOOKINGS

LEARNING OUTLINES

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Mental Health

These courses range from an introduction to Mental Health for any frontline

practitioners who would like to increase their knowledge around mental

health difficulties to specialist courses learning about the impact of more

specific mental health diagnosis.

Who:

• Frontline Practitioners working with Adults, Children and Families

• Care Workers

MENTAL HEALTH .................................................................................................................... 8

MENTAL HEALTH AWARENESS .................................................................................................. 9

UNDERSTANDING EATING DISORDERS ...................................................................................... 9

UNDERSTANDING PERSONALITY DISORDER ............................................................................ 10

PARENTAL MENTAL HEALTH ................................................................................................... 11

MENTAL HEALTH & THE IMPACT ON PARENTING...................................................................... 12

WORKING WITH CHILDREN & YOUNG PEOPLE WITH ASPERGER'S AND ASD ............................ 13

WORKING WITH OCD ............................................................................................................. 13

UNDERSTANDING KORSAKOFF’S SYNDROME .......................................................................... 14

DIVERSITY IN MENTAL HEALTH ............................................................................................... 15

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Mental Health Awareness

Understanding Eating Disorders

This one-day course is for any individual wanting to increase their knowledge of eating disorders. The course will explore different forms of eating disorders, the

impact on theindividual and family, how to identify signs and symptoms and ways in which to support and signpost.

This course will provide participants with the following learning outcomes:

• An Increased awareness of different forms of eating disorders and how they might present.

• An understanding of the concept of body image and the influencing factors that can impact

on individuals, as well as strategies for responding.

• An increased understanding of genetic factors in relation to eating disorders.

• An increased awareness of signs and symptoms of eating disorder and how to respond.

• Increased understanding of effective and available treatment options and how to access

help and support.

This one-day course will explore different mental health difficulties, the signs,

symptoms, needs, potential risks and treatment options. The course will give

practitioners an increased understanding of mental health difficulties.


• An increased understanding of mental health difficulties.

• An overview of needs and risks associated with mental health issues.

• An awareness of key issues such as stereotypes, bias, stigma and diversity.

• An understanding of the key principles of wellbeing in practice.

• Understand the importance of self-care.

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Understanding Personality Disorder

This training is to provide an introduction on the group of complex emotional and behavioural problems which include those receiving a diagnosis of

personality disorder and other related difficulties.

These represent a series of disorders which manifest themselves in everyday social work and social care practice and often involve those clients for whom staff find it

difficult to develop effective interventions.


• An understanding of the causes and background to complex emotional and behavioural

disorders e.g. substance abuse, self- harming, PTSD, conduct disorders etc.

• An understanding of Personality Disorder and related difficulties.

• A range of effective strategies and approaches for working with this group of service users.

• An understanding of the impact of childhood abuse and neglect on the development of

emotional and behavioural regulation.

• An awareness of a range of effective interventions for dependent and destructive clients.

• Confidence to work with risk and responsibility, and the promotion of responsible agency

support.

• An understanding of the importance of belongingness.

• An awareness of communication and self-management strategies for these service users.

• The management of transitions in clients with disordered attachment.

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Parental Mental Health

Research into parental mental illness finds that it can affect a child and family - by adversely affecting parenting; - by impacting negatively on family members’

development and mental health; and - the associated detriments of being a young carer (Rethink, 2012).

This programme is aimed to help professionals understand some of the most common mental health issues that people, including parents, may experience.

The course explores how these conditions may impact on the whole family, how to work with the issues and how to access help.

Please note: This course is an overview of mental health issues parents may experience, for the impact of mental health issues on parenting and

how to address this – please access our “Mental Health and the Impact on Parenting Course”. These two courses can also be combined.

This course will provide participants with the following learning outcomes, an

understanding of:

• Common parental mental health issues, including personality disorders.

• The impact mental health issues may have on families.

• The relationship between Mental Health, Substance use & Domestic Violence.

• Positive ways of working with parents experiencing mental health issues.

• Accessing Support for parents with mental health issues.

• Assessing risk with parents who are experiencing mental health issues.

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Mental Health & the Impact on Parenting

This session will enable practitioners to meaningfully assess the impact parental mental health issues are having on parenting capacity, how to assess the risk and

potential. It will also explore tools in practice to support families where mental health issues are present and enable families and particularly children to

understand mental health in age appropriate ways.


understanding of:

• The impact on the family of parental mental illness.

• How to Identify variables that influence outcomes.

• How to adopt a whole family approach.

• How to explore and assess risk and potential for change.

• How to promote resilience and support children to understand mental health issues.

Working with Self Neglect

This one-day programme is designed to support participants to consider the issue and the responses of services in practice, identifying challenges and working with the

individual (and their supporters where relevant) to maximise wellbeing and independence whilst minimising and managing risk.


• An understanding of the causes, effects, signs and symptoms of self-neglect.

• An understanding of the physical, psychological and social impacts.

• An understand of how Human Rights applies when working with self-neglect.

• An increased awareness of the importance of multi-agency and multi-disciplinary working.

• An understanding of the relationship between self-neglect and safeguarding within the context of the Care Act 2014.

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Working with Children & Young People with Asperger's and ASD


• An improved understanding of the presentations of Autism and Asperger’s syndrome.

• An understanding of the impact of these conditions on life and learning and explore the effects on mental health and well-being.

• An understanding of the common behaviours, presentations and social exclusion issues associated with Autism and Asperger’s.

• To increase awareness of how equality and diversity and human rights issues might apply and explore anti-discriminatory practice issues.

This one-day programme looks at the impact Autistic spectrum disorders have on young people and their social interactions, and the impact this can have on both the persons presentation and the complexity of the interactions they have with others.

Working with OCD

This one-day course is designed for health and social care practitioners who are

supporting individuals with OCD symptoms, and aims to develop an understanding of

the condition, the impact it can have and how it can best be managed.


• An understanding of the presentations and definition of OCD

• An understanding of theories of causation.

• An understanding of the symptoms, effects and treatment options for OCD.

• An understanding of the individual’s’ experience.

• An awareness of how best to support individuals with OCD.

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Understanding Korsakoff’s Syndrome

This is a one-day course designed for Social Care staff who do or might come into

contact with individuals with Korsakoff’s syndrome. This course outlines the causes,

symptoms and treatment of the syndrome. This course also explains the possible

relationship between Korsakoff's syndrome and alcohol related dementia.


• An increased awareness and understanding of Korsakoff’s Syndrome (KS).

• An understanding of what causes KS.

• An understanding of how KS develops.

• Knowledge of the common symptoms including Wernicke's

encephalopathy.

• An understanding of who is affected by this condition.

• Knowledge of available treatment

• An understanding of the possible link to alcohol related dementia.

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Diversity in Mental Health

This is a two-day course and is designed to provide participants with the opportunity

to reflect upon and challenge their own beliefs and values, along with understanding

how social beliefs and values can be challenged and addressed to promote better

mental health and to strive towards equality and acceptance of difference within our

communities.


• An understanding of discrimination and oppression and how they impact in society.

• An awareness of how experiences of discrimination and oppression may be

internalised and impact on an individual’s emotional and environmental wellbeing.

• An understanding of research and policy relating to characteristics connected to

oppression and discrimination such as race, culture, gender, sexuality and disability.

• An ability to apply understanding of discrimination, oppression and power across

diverse and minority oppressed groups.

• The ability to critically evaluate their personal and professional value base in

relation to Anti Oppressive Practice and Anti-Discriminatory Practice.

• The ability to identify and discuss relevant legislation, and how this impacts on both

the organisation and the worker.

• The ability to identify and put into practice the principles of needs-led assessment

within the context of empowering and anti-oppressive practice.

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Substance Misuse

Who:


• Care Workers

• Social Workers and Practitioners working with Children and Families

• Housing Practitioners

• Foster Carers

SUBSTANCE MISUSE ............................................................................................................ 16

MENTAL HEALTH AND SUBSTANCE USE .................................................................................. 17

SUBSTANCE MISUSE AND THE IMPACT ON PARENTING .......................................................... 188

SUBSTANCE MISUSE & CAPACITY ......................................................................................... 199

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Mental Health and Substance Use

This course is designed to develop and refresh knowledge and skills for

professionals working with individuals who use drugs and / or alcohol and are

presenting with co-existing mental health difficulty. It will provide participants with an

understanding of the complexities involved and the knowledge needed to challenge

commonly held beliefs and develop an understanding of appropriate interventions.


• An understanding how drug and alcohol problems and mental health problems

interrelate.

• An awareness of the common substances of misuse and how they impact on

mental health conditions.

• An awareness and understanding of the changing patterns of drug use towards

legal highs, the social factors influencing this trend and its impact on practice.

• An awareness of risk and capacity issues when working with co-existing conditions.

• An understanding of when to assess someone who presents as under the influence

of substances and when to wait.

• An awareness of risk assessment and management issues with those individuals

with co-existing conditions.

• Knowledge of potential interventions and impact of social context on treatment

effectiveness.

• An understanding of the recovery model as applied to mental health and substance

use.

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Substance Misuse and the Impact on Parenting

Parental substance misuse is a common issue within both adults and children’s

services and serious case reviews have identified that substance misuse, mental

health and domestic violence are contributory factors.

This one or two - day session will consider issues specifically related to substance

misuse and how these issues can impact on family relationships, including how

service responses and interventions can impact and influence, and what the

contribution of social work may be.


• Awareness of the main categories of substance and their particular effects on

individuals and parenting.

• An understanding of the safeguarding issues related to pre-birth babies, where there is

substance misuse by mothers and partners

• An understanding of how parenting capacity can be effected by substance misuse

• How to undertake risk assessments with substance misusing parents

• An understanding of the tools and skills to use, and what works in helping families

where substance misuse is a serious safeguarding issue when working with substance

misusing parents.

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Substance Misuse & Capacity

This course aims to introduce social workers and social care staff with the

knowledge and skills required when considering the impact of substance misuse on

an individual’s capacity, specifically alcohol related dementias. Alcohol is one of the

most toxic substances that is used in today’s society and has a range of physical,

psychological and social consequences that will be encountered by practitioners in

the course of their daily work.

Alcohol related dementias are complex in their presentation and can have varying

impacts on the individual’s capacity to make decisions, as such workers need to be

aware of the range of presentations and impacts they may be called upon to

consider and develop a foundation level of knowledge on which to base their

assessments and subsequent decisions.


• To understand and be able to identify people who may have an alcohol related

dementia.

• To understand how people with such dementias are most likely to present (eg

confabulation for example).

• To think through how this may affect the assessment process, how to involve both

the person and others close to them to best effect, and how to consider any

advanced statements or decisions that the person may have made in terms of what

might be in their best interests.

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Domestic Abuse

These courses can be completed as one day individual courses or completed as a

module in one or two-day courses, this will help to prevent repetition if being

delivered to the same audience.

Who:

• Social Workers and Practitioners working with Children and Families

• Housing Practitioners

• Care Workers

• Foster Carers

DOMESTIC ABUSE ................................................................................................................ 20

AN INTRODUCTION TO THE DYNAMICS OF DOMESTIC ABUSE ................................................... 21

DOMESTIC ABUSE AND RISK ................................................................................................... 21

THE IMPACT ON CHILDREN & PARENTING ............................................................................... 22

MANAGING ADOLESCENT RISK ............................................................................................... 23

WORKING WITH PARENTS AS PERPETRATORS ........................................................................ 23

YOUNG PEOPLE & INTIMATE PARTNER VIOLENCE ................................................................... 24

WORKING WITH VICTIMS & FAMILIES....................................................................................... 24

DOMESTIC VIOLENCE, RECOGNITION AND RESPONSE............................................................. 25

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An Introduction to the Dynamics of Domestic Abuse

This one-day programme will explore the dynamics of Domestic Abuse, considering

different forms of abuse, the role of power and control in interpersonal relationships

and the risks and protective factors associated with abusive relationships.


• An awareness of the various forms of domestic abuse – indicators, risks and

protective factors.

• An understanding of the role of power and control in domestic abuse and familiarity

with some of the key models/theories associated with power and control in

interpersonal relationships.

• An awareness of the key models / theories underpinning modern responses to

domestic abuse, including identification of local and online resources to support

workers and victims.

• An awareness of family dynamics and the impact of these on risk and relationships

within the family.

• An understanding of the 2015 legal changes in relation to coercive control.

Domestic Abuse and Risk

This one-day programme is designed to support practitioners to assess and manage

these risks. Issues such as how to safeguard children (and parents/adults where

appropriate), using the DASH and DOM5 tools.


• An understanding and increase confidence in the assessment and management of

risk in complex family situations.

• An understanding of the link between domestic abuse and safeguarding issues.

• An understanding of the impact of the ‘toxic trio’ on the assessment and

management of risk.

• An awareness of the use of DASH and DOM5 tools in practice and how these can

inform the planning process.

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The Impact on Children & Parenting

This one-day programme is a one-day advanced refresher which will provide the

opportunity to refresh and reflect on the interface between the various Acts and

strategic over-sights regarding safeguarding and child protection, and its various

forms and contexts.


• An understanding of the impacts of domestic violence on families and children

including an outline around myths and stereotypes relating to perpetrators, victims and

children.

• Knowledge of high profile SCR’s where domestic abuse/toxic trio are contributory

factors and research on domestic violence and its impact.

• An understanding of how the social work role contributes to both safeguarding adults

and children, and effective strategies for social workers working with families where

abuse is suspected or a known issue.

• Refreshed awareness of the interface between safeguarding policies, Child Protection

procedures and the referral protocols/strategies for partner agencies (MASH/MARAC).

• The ability to identify the challenges of interagency working and identify how to build

effective and inclusive strategies for multi-agency working for the benefit of children

and their families.

• The opportunity to reflect on the role and function of social workers in terms of

ensuring children and their families rights (with safeguards) are in place and enabling

creative packages of support for families where domestic violence is an issue.

• The opportunity for social workers to understand and address their own perceptions

around perpetrators and families where domestic abuse is an issue.

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Managing Adolescent Risk

This one-day course focuses on the practical ways of working with and motivating

young people to understand the risks they face and equip participants with

strategies for supporting young people to develop resilience.


• The ability to identify and prioritise multiple risks and vulnerabilities when working with

young people.

• Practical tools for engaging young people in discussions about risk behaviour and

strategies for minimising risk.

• The ability to support parents and others to work together to manage and minimise

risky behaviour.

• An opportunity to reflect upon owns values and responses to working with young

people and multiple risk behaviours.

Working with Parents as Perpetrators


• An understanding of how parenting capacity might be impacted by domestic abuse.

• An awareness of risk and techniques for risk monitoring and management in families

where the parent may be the perpetrator of domestic abuse.

• An understanding of the evidence-base for intervening in families where the parent

may be the perpetrator of domestic abuse.

• Knowledge of key techniques for working with perpetrators.

• The opportunities to reflect on values and beliefs associated with working with this

complex group.

This one-day session will consider how parenting capacity is affected by being a

perpetrator of domestic abuse. It will consider the risk a perpetrator poses to their

partner/ex-partner or children. The course supports social workers to be able to

engage and assess parents and family members without colluding and whilst still

ensuring the non-abusing parent and children are protected. The course supports

practitioners to be able to use relevant techniques with perpetrators to achieve

change such as motivational interviewing and systemic family approaches.

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Young People & Intimate Partner Violence

This one-day course will explore what is currently known about intimate partner

violence within young people’s relationships and support participants to increase

their understanding and awareness of this area.


• An understanding of current research findings in relation to the prevalence and nature of

domestic abuse between young people, including young people as parents.

• An understanding of common attitudes held by young people towards domestic abuse

and how to engage and challenge.

• An understanding of some of the reasons why it is difficult for young people to recognise

and disclose abuse in relationships.

• An understanding of some of the ways in which young people may behave in response

to abuse.

• An understanding of the importance of risk assessment and safety planning, including

the young person’s DASH.

• An understanding of the importance of child protection measures and of working with

other relevant agencies.

• Confidence to engage with young perpetrators so as to support them to understand the

impact of their behaviours and consider ways to modify behaviour.

Working with Victims & Families This one-day course is aimed to support practitioners to explore and identify skills

needed to effectively promote strengths and protective factors within families and

with children & young people.


• An understanding of how to work with families to develop protective factors.

• Confident in engagement skills for working with victims of domestic abuse.

• An understanding the impact of attachment and attachment disorders on domestic

abuse and violence in families.

• An understanding of the three-planet model and its application to practice.

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Domestic Violence, Recognition and Response.

This one-day programme will explore the dynamics of domestic abuse, considering

different forms of abuse, the role of power and control in interpersonal relationships

and the risks and protective factors associated with abusive relationships. Learning

from serious case reviews and research-evidence will be considered, and the

experience of both victim and perpetrator will be considered.

The session will include an overview of the latest legal framework designed to

protect victims experiencing domestic violence situations and support participants to

develop their knowledge of local and other resources that can be drawn upon to

support their work with families where domestic abuse may be a factor.


• Awareness of the various forms of domestic abuse – indicators, risks and protective

factors.

• To understand the dynamics and the role of power and control in domestic abuse,

the impact on the Victim, and familiarity with some of the key models/theories

associated with power and control in interpersonal relationships.

• An awareness of the key models / theories underpinning modern responses to

domestic abuse, including identification of local and online resources to support

workers and victims.

• Awareness of family dynamics and the impact of these on risk and relationships

within the family.

• Understand how to provide a supportive environment for disclosure.

• Increase confidence in how to respond to a disclosure and knowledge of referral

pathways and specialist services.

• Increase knowledge of risk assessment and safety planning.

• Gain practical insights into making services more accessible and safe for domestic

abuse victims (including diverse groups).

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Who:

• Foster Carers.

• Safeguarding Leads in Schools/Childrens’ Educational Settings.

• Social Workers and Practitioners working with Children and Families.

CHILDREN AND YOUNG PEOPLE ...................................................................................... 26

EFFECTIVE ENGAGEMENT WITH RELUCTANT FAMILIES AND POSITIVELY MANAGING THE

CHALLENGES ........................................................................................................................ 27

ATTACHMENT TRAINING ........................................................................................................ 28

CHILD DEVELOPMENT ........................................................................................................... 29

SAFEGUARDING FOR FOSTER CARERS .................................................................................. 30

SAFEGUARDING CHILDREN – LEVEL 1 ................................................................................... 30

SAFEGUARDING CHILDREN - LEVEL 2 .................................................................................... 31

SAFEGUARDING CHILDREN - LEVEL 3 .................................................................................... 31

RECOGNISING AND RESPONDING TO EMOTIONAL ABUSE ....................................................... 32

CHILD NEGLECT .................................................................................................................... 32

CHILD PROTECTION & PROFESSIONAL DANGEROUSNESS...................................................... 33

RECORD KEEPING FOR FOSTER CARERS .............................................................................. 34

HIDDEN HARM....................................................................................................................... 34

CHILD SEXUAL EXPLOITATION AWARENESS........................................................................... 35

ADVANCED CHILD SEXUAL EXPLOITATION ............................................................................. 35

CHILD CRIMINAL EXPLOITATION ............................................................................................ 36

RADICALISATION ................................................................................................................... 36

MISSING CHILDREN ............................................................................................................... 37

CHILD TRAFFICKING & MODERN SLAVERY ............................................................................. 37

CONFERENCE & CORE GROUPS ............................................................................................ 38

COURT SKILLS ...................................................................................................................... 38

VIABILITY ASSESSMENTS ...................................................................................................... 39

PRE – BIRTH ASSESSMENTS ................................................................................................. 40

CHRONOLOGIES, GENOGRAMS AND ECO-MAPS .................................................................... 41

LIFE STORY TRAINING ........................................................................................................... 42

Children and Young

People

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Effective Engagement with Reluctant

Families and Positively Managing the

Challenges

This two-day programme will support participants to recognise and understand

different forms of uncooperative behaviours. It will help to develop strategies to

promote engagement and challenge disguised compliance where it occurs. Also

looking at some of the challenges involved in working with difficult and potentially

dangerous families.


• Why families can be challenging to work with.

• The impact challenging families can have on safeguarding effectively

• How to keep the child at the centre of your work

• The impact of challenging behaviour in families on professional values and boundaries

and how to manage these.

• Practical techniques to assist in working with challenging families.

• How to assess and manage risk using a multi-agency approach.

• How to use supervision to keep yourself and families safe.within these families.

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Attachment Training

We currently offer three different Attachment Courses:

Attachment for frontline workers: This training is aimed at staff undertaking

assessments and/or providing support packages to children and families, exploring

how understanding attachment is relevant to assessing need, care-planning and

supporting families using a whole family approach, to achieve better outcomes.

Attachment for foster carers: This training helps foster carers understand the

needs of children in their care who have an attachment disorder and provides them

with the understanding, strategies and skills to support them effectively.

Attachment for Adoption, Kinship and LAC Services: This course helps staff

understand the nature of adult attachment, the importance of understanding adult

attachment when assessing if prospective carer can meet a child’s needs and the

potential interactions between adult and child attachments when undertaking

matching.

These courses will provide participants with the following learning outcomes:

• An understanding of attachment theory and understand how attachment develops.

• An understanding of how experiences in early relationships can create internal

working models and attachment styles and how this may affect future relationships.

• An understanding of the impact of separation, loss, abuse and neglect on children’s

development and their capacity to form attachments.

• The ability to make links between theory, research and practice; and understand

how to apply attachment theory to the assessment and care planning of children and

young people and families.

• An understanding of how attachment theory can be used to improve child-

parent/carer relationship.

• An understanding of the relationship between child and adult attachments.

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Child Development

Knowledge of child development is essential for all workers who come into contact with children and for their managers. Understanding development is an important step

towards being clear about what constitutes children’s safety and wellbeing and promoting and preserving wellbeing. For social workers a good working knowledge of child development is a crucial component in family support and child protection and in

assessment and planning interventions.

This course will enable practitioners to develop an understanding of what ‘normal’ children development is to support effective assessment and planning for children and

young people including:

1. Physical development

2. Mental health and emotional development

3. Learning and cognitive development

The course will demonstrate how to assess development and how to recognise, assess, analyse and evidence possible delays in development and the impact for the child and

relevance to case management and care-planning.


• Understanding child development from pre-birth to adulthood. What is typical age

related physical, cognitive, social, emotional and behavioural development over time.

• Be able to assess development taking into account the impact of any physical or

learning needs.

• Be able to assess and evidence the impact of parenting, poverty, engagement with

universal services (health, education and community) and cultural differences on

development.

• Understanding the physical and emotional world in which the child lives and how their

development is impacting on their current and future life chance.

• Be able to link child development and case-management and care-planning.

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Safeguarding for Foster Carers

This is a three-hour session designed to raise awareness and support foster carers

to understand their roles and responsibilities and will draw on local policies and

procedures to support carers to work with local agencies, make appropriate referrals

and access support where required.


• An understanding on what is meant by 'safeguarding' (including child protection) and

promoting children's welfare and how this applies to children who are ‘looked after’

• An understanding of notifiable incidents when fostering.

• An understanding of who to consult within your agency.

• Knowledge around what to do if you are concerned about a child.

• A greater awareness of current protocols and procedures – including safer care.

Safeguarding Children – Level 1

This is a three-hour session covers the essential knowledge for all staff and

volunteers in an setting in respect of their safeguarding duties. It includes an

overview of ‘Working Together’ July 2018, duties under the Children Act 1989 and

2004 and other key legislation and how these apply in practice.


• An understanding of both ‘Safeguarding’ and ‘Child Protection’

• The ability to recognise and respond appropriately to safeguarding concerns.

• An understanding of the roles of other agencies in safeguarding children.

• Confident in carrying out the responsibilities for safeguarding in their role.

• A practical understanding of safeguarding procedures.

• Knowledge of what to do if a child makes a disclosure.

• Recording and Reporting responsibilities.

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Safeguarding Children - Level 2

This one-day session will enable participants to understand their statutory responsibilities and how these operate locally. This will include being able to identify signs and symptoms of abuse, have confidence on how to respond to concerns, and an understanding of the processes that follow, including section 47 enquiries, child

protection conferences and child protection plans. This course will cover confidentiality, consent, information sharing and recording procedures.


• An understanding of their own responsibilities and the roles of others.

• An understanding of the legal and policy context (early help, S17, S47, Proceedings).

• An understanding of what constitutes abuse, how to recognise it and how to respond.

• An understanding how consent and confidentiality work in respect of Child Protection.

• Best Practice in recording and reporting concerns.

Safeguarding Children - Level 3

This one-day course explores the complexities of safeguarding for those directly

involved in both child protection investigations, and the ongoing support of children

and their families, where a child in need, child protection or looked after child plan is

in place. This includes understanding the range of harmful behaviours which may

constitute child abuse, local thresholds and the process for case escalation. It also

explores ways to engage families to reduce harm and promote change.


• An understanding of complex abuse (CSE, FGM, Forced Marriage, Bullying).

• Feel confident to contribute to a Child Protection Investigation or Family Assessments.

• An understanding of the law in practice and learning from Serious Case Reviews.

• An understanding of communication, consent and confidentiality when working with

Child Protection and Looked After Children Cases.

• An understand of effective Multi-Agency Care Planning to reduce harm.

• An understanding of why families struggle to engage and how to promote change.

• Confidence to contribute to an investigation, assessment and CIN/CP or LAC Plan.

• Know when and how to escalate cases if change does not occur.

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• What constitutes emotional abuse including definitions and types.

• What contributes to emotional abuse occurring.

• How to identify and assess emotional abuse and its impact.

• How to prevent, reduce and address emotional abuse.

• Effective Multi-Agency Responses.

Child Neglect


• The ability to recognise the risk indicators of neglect and the impact of cumulative

harm.

• An understanding of the concept of good enough parenting within cultural, political

and social dimensions of parental abuse and neglect.

• An understanding of the link between child development and attachment theories

and identifying, assessing and working with neglect.

• The ability to assess risk, parenting capacity and potential to change.

• A range of techniques for addressing neglectful parenting and supporting. families to

achieve change.

This one-day programme aims to support practitioners to develop the knowledge

and skills needed to effectively assess and support children who may be living in

situations of neglect.

Recognising and Responding to Emotional Abuse

This one-day session will assist professionals to understand what constitutes emotional

abuse and the significant negative impact this has on the development, attachment and

wellbeing of a child. It will help with being able to recognise when a child is experiencing

emotional abuse and feel confident on how to assess, respond and work with others to

address abuse.

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Child Protection & Professional Dangerousness

This one-day session will enable participants to understand how professional

dangerousness can manifest within the practices of individual workers, within teams

or between agencies.


• An awareness of the outcomes and lessons learned from major child protection

enquiries.

• Confidence when working with child protection issues and explore aspects of their

own practice and the practices of other professionals in relation to child protection

and professional dangerousness.

• The ability to recognise professional dangerousness when it occurs in a range of

settings and work on strategies to challenge dangerous practices.

• The ability to manage family responses to raising child protection and how their

behaviour affects professional responses and decisions.

• The ability to think critically and carefully about child protection cases.

• confidence in carrying out the responsibilities for safeguarding in your role.

• The ability to describe professional dangerousness and understand the impact that it

has on professionals, children and families.

• The ability to recognise and challenge their own and others practice and put suitable

strategies in place.

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Record Keeping for Foster Carers

This 3-hour session is designed to support foster carers to understand what they

need to record, why and how and to understand the principles for record keeping.


• An understanding of foster carers should record information.

• An understanding of the sort of information should be recorded.

• Principles of good recording.

• An understanding of how this information can be used to help foster carers fulfil their

role as well as being of benefit to the children and young people they care for.

• Knowledge of the Local Authority’s Recording Policy for foster carers.

Hidden Harm

This is a one-day course that highlights the common issues within both adults and

children’s services, and serious case reviews that have identified parental substance

misuse, mental health and domestic violence as contributory factors to children

experiencing ‘Significant Harm’ and some ways of addressing these issues.


• An Increased knowledge and awareness of what is meant by Hidden Harm.

• Improved confidence in identifying and dealing with cases of Hidden Harm.

• Improved knowledge of what interventions can reduce the harm caused to children

and young people by parental substance misuse, mental health issues or domestic

violence.

• An improved knowledge of signposting routes to help address any identified hidden

harm.

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Child Sexual Exploitation Awareness


• An understanding of the current CSE context across the U.K. and grooming models.

• An understand of the short and long-term impact of CSE on young people.

• An understanding of how to manage risk assessment vs supporting young people to make

disclosures.

• Knowledge of how to deal with disclosures of CSE.

• An understanding of how to prevent children going missing and how to manage risks

associated with missing episodes when young people are groomed to return to abusers.

• An understanding of the criminal justice process in relation to CSE.

• An ability to respond to victim responses to CSE.

• An understanding of therapeutic and other interventions before trial.

• An understanding of CSE perpetrators and refreshed knowledge on the law and safeguarding.

• Knowledge of how to support young people before, during and after disclosure of CSE helping

them to understand outcomes and decisions made.

• Knowledge of how to support families affected by CSE.

A one-day basic introduction to CSE, including what CSE is, signs and indicators,

myths, grooming models, impact on families and their support needs and what to do

if you have concerns about a child or young person. 


• An understanding of what CSE is: its prevalence, signs and indicators.

• The ability to identify different grooming models and the process of grooming.

• The ability to recognise the impact of CSE on victims and families.

• The ability to identify the specific support needs of affected parents and carers.

• An understanding of the importance of including parents and carers as partners in

tackling CSE.

• Knowledge of what to do if you have concerns about a child or young person.

Advanced Child Sexual Exploitation

The aim of this one-day course is to build and enhance practitioners knowledge

around CSE and enable them to work more effectively with young people who are

affected by CSE.

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Child Criminal Exploitation

This one-day course will introduce the concept of Child Criminal Exploitation, looking

at the impact of children being utilised to commit crimes either within their own

families or by gangs and organised crime. The course identifies the types of harm

and risks these children are exposed to, the signs and symptoms and impacts of

CCE and how to respond.


• What CCE is, definitions and presentations.

• The signs, symptoms and impact of CCE on Children and Young People.

• Intergenerational crime within family systems.

• The relationship between CCE, CSE, substance use and gangs.

• Multi-Agency responses to CCE.

Radicalisation

This one-day course is a basic introduction to understanding the risks of

Radicalisation, covering common triggers, possible signs and indicators that

Radicalisation may be happening and the possible impacts this can have on

children.


understanding of:

• What radicalisation is and how it is defined in law.

• Triggers

• Signs and Symptoms

• Risks and Impact

• Links to online safety

• The Prevent Strategy and the local application

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Child Trafficking & Modern Slavery

This course is a basic introduction to trafficking and modern slavery to enable practitioners to understand what these are, the signs and indicators that a child has or will be trafficked or involved in modern slavery and how to respond. The course will briefly explore the impact of Child Trafficking and Modern Slavery and how to

identify and support children affected.


• What trafficking and modern slavery are.

• The links to CSE, CCE, Prevent, Asylum Seeking and Forced Marriage.

• What the situation is currently in the UK.

• How to identify children who may have been trafficked/enslaved.

• The National referral mechanism and the role of the competent authorities.

• Current legislation that can protect children from trafficking including the Modern

Slavery Act.

• The Impact of Trafficking and Modern Slavery on children.

Missing Children This course helps practitioners understand why children go missing from home or care settings, strategies to prevent children from going missing wherever possible and strategies for responding if they do. The course explores assessing the risk a missing child is at and reminds professionals not to become complacent in respect

of children who frequently go missing.


• Different definitions and types of ‘missing episodes’.

• Why children go missing and how that impacts on understanding their needs.

• The potential impacts and risks for children when they go missing.

• Risk Assessment and Response Strategies when children go missing.

• Preventing missing episodes and/or reducing risk if a child goes missing.

• Local Missing Children Protocols/Best Practice Guidance.

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Conference & Core Groups

Court Skills

This course will support professionals who attend child protection conferences and

core groups to feel confident about the process including best practice. The course

will cover law, report writing, confidentiality, information sharing, giving feedback,

thresholds and decision making at conferences, and the purpose of core groups in

ensuring the child protection plan is delivered.


• The legal basis and statutory guidance for Case Conferences and Core Groups.

• The purpose and explicit tasks of Case Conferences and Core Groups.

• Confidentiality and Information Sharing

• The role of all professionals involved.

• The rights and experience of children and families.

• Decision-Making and Report Writing.

Giving evidence in Court can be daunting, however it is critical that Social Workers

and other Childrens’ Social Care Staff have the confidence to explain their concerns

and recommendations to the courts using an evidence-based approach that

balances risk and strengths to identify the outcome in the best interests of the child.

This one-day course equips staff to understand the process of giving evidence.


• An Understanding of when and why social have to go to court.

• The different types of courts, cases and how law works.

• Key legal terms and concepts.

• What constitutes good evidence.

• How to prepare for going to court.

• What happens when you get there.

• Common mistakes and how to avoid them

• How to be confident in giving evidence.

•

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Viability Assessments

Where at all possible, children should be supported to live safely within their family. Where a child

cannot remain in the care of their parents, research has consistently found that children placed in

kinship care generally do as well, if not better, than children in unrelated foster care, particularly

with regard to the stability of the placement. So it is essential that if a child may not be able to live

safely with their parents, practitioners identify potential carers from within the child’s network of

family and friends and determine whether they will be able to provide safe care to meet the child’s

needs until they reach adulthood.

This course will enable practitioners develop a understanding of;

• The underpinning principles of a viability assessment

• Best practice in processes and procedures,

• Confidence in Identifying who to assess, when and how

• Factors to consider when undertaking a viability assessment

• Undertaking international viability assessments

• Forming a conclusion and next steps.

This course will explore complex areas such as family members understanding of the concerns

the Local Authority has about the parents, their ability to protect the child and manage complex

family relationships, contact arrangements and to engage with the Local Authority, both in the

short and long-term, prioritising the welfare of the child.


• Confidence in identifying if proposed ‘connected persons’ are appropriate to assess

including effective screening of potential exclusions.

• Confidence to assess family/connected persons in respect of their understanding of the

child’s needs and parenting capacity to meet them.


Local Authorities concerns and their ability to act protectively


child’s perspective, their identity, need for contact and ability to manage contact

• Confidence to assess family/connected persons in respect of their ability to manage

complex family relationships following the placement of the child.

• A good understanding of timescales and local procedures

• The ability to record appropriately, analyse information & make recommendations

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Pre – Birth Assessments

The aim of this two day course is to explore best practice and approaches to assessment with parents throughout the ante-natal period. The course will consider the

purpose and principles of a pre-birth assessment in line with Croydon Council’s Pre-Birth Assessment and Planning Practice Guidance for Social Workers.

The course will include taking into account assessing key factors that impact on parenting capacity including, physical and mental health, substance use and domestic abuse, family and/or community support, personal and family history including previous parenting. It will also explore assessing key people and relationships including current and previous partners and wider family. The course explores working with reluctance

and risk ensuring strengths are fully represented. The course will ensure that participants are able to fully analyse the information they have gathered and are able to

make clear recommendations.


• Confidence to full assess strengths and parenting capacity of the mother, father, current

partner (if different to father).

• The ability to identify potential risks to the unborn child and if these risks can be effectively

mitigated or managed.

• The ability to assess the impact of the wider family/social networks of the parents as

possible sources of support/risk or as potential alternative carers.

• Strategies for working with reluctant or evasive families

• A good understanding of timescales and local procedures

• The ability to record appropriately, analyse information & make recommendations

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Chronologies, Genograms and Eco-Maps

This course will enable practitioners to develop an understanding of what a good quality chronology looks like and how this can be used effectively to inform the assessment and plan for a child/young person and to inform decisions such as whether to escalate a case.

The course also explores genograms and eco-maps as essential tools in assessing and understanding family functioning, including areas of risk, trauma and stress as well as strengths, resources and family support. Participants will understand how to use these tools to understand the life of the child and how this impacts on the child’s care-plan.


• Confidence in undertaking a good quality genogram and eco-map and how to use these

for assessment and planning purposes.

• An understanding of the importance of chronologies in understanding current risks,

potential for change and patterns of behaviour.

• The ability to produce a good quality versatile and accurate chronology.

• The ability to utilise chronologies in the assessment and care-planning process.

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Life Story Training

This one-day be course will equip participants with the skills and knowledge that is needed to enable supportive, effective and time sensitive practice when they undertake

Life Story Work with children and young people who are ‘looked after’ by the Local Authority under The Children Act 1989. This course emphasises the importance of Life Story Work for all children who are, or have been, looked after and the course includes working with children in long-term foster care or moving into Kinship Care on Special

Guardianship Orders as well as Adoption.

This course will explore how life story work builds a child's sense of identity, both past and present, enhances their feelings of belonging, answer questions that can cause

distress and anxiety if left unanswered. This will help participants understand the importance of life story in reducing the likelihood of placement breakdown or sabotage,

by helping the child understand why they do not live with their parents and why their current carers wanted to have them in their lives as a 'forever family'.

The course will also explore the importance of Later Life Letters in helping children understand who made decisions on their behalf, why and how these decisions were

made and why other potential choices were not pursued by giving children more detail about the concerns held regarding their birth family which are age appropriate and

compassionate and explicitly linking this to the final care-plan for the child.


• Understand what Life Story work is and why it matters.

• Understand the component parts of Life Story Work, including writing later life letters

• Understand the importance of child-centred approaches to planning, including sensitivity

about what is age appropriate.

• Be confident to work with the child’s network to achieve a full picture for the child.

• Be able to reflect a child’s diverse life experiences in an age appropriate way.

• Have an improved understanding about the importance of preparation, planning and

materials.

• Have a range of approaches and methods to engage children, young people and families

who are distressed, hostile or reluctant.

• Understand the methodology of life story work by practicing tools and techniques.

• Be able to recognise and understand the significance of ongoing life story work for all

children in the care system

• Be able to link practice with the knowledge and skills statements for approved child and

family practitioners.

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AMHP Refreshers Who:

• Approved Mental Health Professionals

• Some of these courses can be tailored to the needs of other Mental Health

Professionals including BIA’s, S12 Medics and Psychiatric Social Care and

nursing staff or liaison and diversion teams. Pease contact us to discuss your

needs.

These courses are specifically tailored to meet the for AMHP Continued

Professional Development covering key areas present for AMHP’s undertaking

Mental Health Act Assessment.

AMHP REFRESHERS ............................................................................................................ 43

AMHP: LEGAL UPDATE ............................................................................................... 44

AMHP: EATING DISORDERS & MHA ........................................................................... 45

AMHP: SUBSTANCE USE & MHA ................................................................................ 45

AMHP: PERSONALITY DISORDERS & MHA .................................................................. 46

AMHP PRACTICE: CULTURAL SENSITIVITY AND AWARENESS........................................ 47

AMHP: INTERFACE WORKING WITH THE POLICE .......................................................... 48

REPORT WRITING FOR AMPHS ................................................................................... 48

AMHP PACE ............................................................................................................. 49

MENTAL HEALTH ACT & CRIMINAL JUSTICE .................................................................. 49

MENTAL HEALTH ACT 1983/MENTAL CAPACITY ACT 2005 INTERFACE ......................... 50

AMHP ASSESSING CHILDREN & YOUNG PEOPLE ......................................................... 51

AMHP PARENTAL MENTAL HEALTH ............................................................................. 51

AMHP LEARNING DISABILITIES, MENTAL HEALTH & AUTISTIC SPECTRUM ..................... 52

SAFEGUARDING AND THE AMHP ROLE ........................................................................ 53

RISK & RISK MANAGEMENT FOR AMHPS ..................................................................... 53

OLDER PEOPLE AND MENTAL HEALTH ......................................................................... 54

VALUES AND ETHICS IN AMHP .................................................................................... 54

AMHP APPROVAL PROCESSES (AMHP WARRANTS) ................................................... 55

AMHP ADVANCED ASSESSMENT & INTERVIEWING ....................................................... 55

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AMHP: Legal Update

Our AMHP Legal updates are bespoke courses written at the time they are

requested to update AMHP’s on any recent changes to the Law or Code of Practice,

to explore new Case Law or Best Practice Guidance and the learning from these for

practice. The courses also explore locally identified needs, priorities and challenges.

The course outline below is a recent example of a Legal Update and is purely

indicative of what we can offer – Legal updates will be tailored to your needs.


• Refreshed knowledge on the use of community provisions – CTOs and

Guardianships – their purpose, application and suitability for individual service

users.

• The ablity to explore and reflect upon the use of statutory and non-statutory

conditions.

• A greater awareness of the interface between MHA and MCA/DoLS – focusing on

factors that would make one or the other more relevant.

• A greater understanding of the interface between MHA and MCA/DoLS and

situations where they can be used in conjunction with each other. ·

• A greater understanding of the changes introduced by the Policing and Crime Act

and their implications on AMHP practice. With focus on S.135 / S.136 – place of

safety changes, changes to definition of ‘public / private place’, and supplementary

provisions re: duty to consult, protective searches and detention times.

• An understanding of how the provisions of the Children’s Act interface with the MHA

and Article 5 of the Human Rights Act 1998.

• Refreshed knowledge of common interface issues when working with children and

young people, including - PR, scope of parental responsibility and the impact of

corporate parenting on the nearest relative role.

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AMHP: Eating Disorders & MHA

Proportionality of interventions for those with severely low BMIs has been a key

consideration of the courts over the years, and this one-day programme is designed

to provide a refresh of knowledge, and the opportunity for AMHPs to reflect on the

complexity of undertaking Mental Health Act assessments with this complex and

diverse group.


• An increased awareness of different forms of eating disorders and how they might present.

• An increased understanding of effective and available treatment options.

• An understanding how the legal framework applies to eating disorders, including key case

law relevant to this area.

• An understanding how the persons’ presentation may affect the assessment process and

the used of the Act.

AMHP: Substance Use & MHA

This course is designed for qualified Approved Mental Health Professionals (AMHPs)

to develop and refresh their knowledge and skills in working with, and undertaking

assessments, with individuals who use drugs and alcohol and are presenting with a

co-existing mental health difficulty.


• An understanding of how drug and alcohol problems and mental health problems interrelate.

• An awareness of the common substances of misuse and how they impact on mental health

conditions.

• An awareness and understanding of the changing patterns of drug use towards legal highs,

the social factors influencing this trend and its impact on AMHP practice.

• An understanding of how the Code of Practice informs Mental Health Act assessment for

this service user group.

• An understanding of when to assess someone who presents as under the influence of

substances and when to wait.

• An awareness of risk assessment and management issues with those individuals with co-

existing conditions.

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AMHP: Personality Disorders & MHA

This one-day programme is designed to support AMHPs to explore best practice

approaches when working with personality disorder under the Mental Health Act.

People with personality disorders present a significant challenge for mental health

services with varying views on the most appropriate course of action for those

coming to the attention of the formal mental health system. This course explores

how values, ethics and stigma influence practice and ways of working with

challenging service users. It also explores the critical area of assessing risk to self

and others and how different types of Personality Disorder may impact on risk.


• An understanding of what personality disorder means and how it can present.

• An understanding of different types of Personality Disorder.

• An understand of possible causes of Personality Disorder and the experiences of these

service users in services and how this may impact on their presentation and behaviour.

• An understanding of the impact of labels, values and stigma.

• An understanding of risk and risk assessment with individuals presenting with

personality disorder.

• Skills to respond and relate to individuals presenting with personality disorder.

• An increased understanding of working with Personality Disorder under the Mental

Health Act 1983.

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AMHP Practice: Cultural Sensitivity and Awareness


• An increased understanding and awareness of cultural issues in relation to the

assessment of people from minority groups or backgrounds who have mental health

problems.

• An awareness of diversity as a power issue and how this might impact on AMHP

practice.

• An awareness of the processes and responses to work with cultural diversity in a

population.

• The opportunity to reflect on the cultures and cultural diversity in participants practice

area and consider how this might impact on individual, family and community

responses to both mental health and mental health services.

• The opportunity to consider how organisational/professional cultures impact on

individuals accessing services and the interventions/resources available.

• The opportunity to examine the evidence base for cultural competence and how it

might enhance AMHP practice.

This one-day course will consider how to assess people from minority groups who

have mental health problems taking into account the importance of communication

issues with a focus on critical reflection and application to AMHP practice.

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AMHP: Interface Working with The Police

The Policing and Crime Act 2017 introduces changes to the Mental Health Act s135

& s136. This course is aimed at helping AMHPs understand the implications of the

changes for their practice and consider how to make best use of Police Colleagues'

resources.


• An understanding of the Policing and Crime Act 2017 and applying the changes in

practice to the Mental Health Act S135 & 136.

• An understanding of when assessments can be conducted within private premises,

and the legal frameworks available.

• An understanding of police perspectives - ABC risk assessment, cases in coroner's

courts.

• Knowledge regarding the revised guidance on places of safety.

• Skills to undertake assessments in Police Stations & understanding the Interface

between Policing/Criminal Justice legislations and systems and the forensic sections

of the Mental Health Act.

Report Writing for AMPHs This course is designed for qualified Approved Mental Health Professionals

(AMHPs) to develop and refresh their knowledge and skills in regard to report writing for Mental Health Act assessments, and to provide the framework needed to ensure that reports will withstand legal challenge and meet the requirements of the

regulatory body.


• An understanding of the legal framework for providing reports.

• An understanding of what should, and should not, be included.

• An awareness of the framework for legal challenge and how this applies to AMHP report writing.

• An understanding of the code of practice and how this should inform report writing for mental health act assessments.

• An understanding of the legal authority for AMHP decision-making and how this should be evidenced within formal reports.

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Mental Health Act & Criminal Justice

This one-day programme is designed as a refresher programme for AMHPs and other mental health professionals, who need to have an awareness of this complex

interface.


• An understanding of the interface and links between Mental Health Act and the

Criminal Justice System.

• An opportunity to consider personality disorder and the responses within the criminal

justice system.

• An opportunity to challenge assumptions and generalisations about mental health and

personality disorder within the context of criminal justice provision.

• An understanding of the role of risk assessment and risk perception in Criminal Justice

responses.

• An understanding of the evidence for what works in working with this service user

group within a coercive context.

AMHP PACE

PACE is a significant piece of criminal justice legislation and one which frames the duties and responsibilities of police officers. For AMHP’s is helpful to understand this

framework and the requirements within its codes of practice as this is the basis of many of the interactions their service users may have with the police. This one-day session will explore the key elements of PACE that AMHP’s need to be aware of in

their work with police colleagues to ensure they are able to act in the best interest of those they support.


• An increased knowledge of the key principles and relevant provisions of PACE.

• An understanding of the regulations and procedures within the PACE codes of

practice.

• An awareness of the rights and protections within PACE for vulnerable adults and

young people.

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Mental Health Act 1983/Mental Capacity Act 2005 Interface

The Mental Capacity Act 2005, including the Deprivation of Liberty Safeguards

(DoLS), and the Mental Health Act 1983 cover the care and treatment of people with

mental disorders. This course provides an opportunity to explore the interaction and

overlap between these Acts and understand how services are affected. The course

will include guidance from the Codes of Practice and practical case studies to

ensure that delegates feel confident applying the law. A basic understanding of

each Act is required in order for the ‘interaction’ to be explored successfully.


• A greater understanding of the interface between the Acts.

• The ability to explain how their working practices will be affected by the legislation.

• The ability to demonstrate how the Acts will affect their clients/service users.

• The ability to use the legislation to establish which Act will be most appropriate in

which circumstances.

• The ability to consider key issues affecting hospital admission such as the compliant

incapacitated informal patients.

• The ability to demonstrate practical application of the Acts in a number of case

scenarios.

• An understanding of how treatment decisions may be affected by advance decisions

statements, wishes and lasting powers of attorney.

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AMHP Assessing Children & Young People

This one-day session is designed to support AMHPs to refresh their knowledge and understanding of the frameworks and issues that impact when assessing children and young people under the Mental Health Act. The 2015 Code of Practice revisions will

be the kept in focus whilst exploring issues such as what constitutes urgent care, what is age appropriate treatment and when informal admission is an appropriate option. A key element of this course is exploring the issues of Parental Responsibility (PR) and its scope under the act, the relationship between PR and NR, capacity, competence

and consent.


• An increased awareness of the revised Code of Practice requirements when working with

children and young people and how these may apply in practice.

• An increased understanding of the legal frameworks that interface when assessing

children and young people under the MHA.

• An increased confidence in undertaking an assessment with young people, and a good

awareness of the factors to consider and the skills needed.

• A good understanding in practice of PR, NR, Competency, Capacity and Consent.

AMHP Parental Mental Health

This one-day session will consider issues specifically related to mental health and substance misuse, and how these issues can impact on family relationships,

including how service responses and interventions can impact and influence, and what the contribution of social work may be.


• The impact on the family of parental mental illness.

• The ability to identifying and analyse variables that influence outcomes, including:

o Individual resilience, strengths and skills

o Severity & stability of mental health

o Presence / absence of a ‘well parent’

• An understanding of whole family approaches and the empowerment-protection approach

• An understanding of the impact of the mental health act on the family and how it functions.

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AMHP Learning Disabilities, Mental Health & Autistic Spectrum

Autism and Asperger’s syndrome may both be defined as a ‘mental disorder’ within the

terms of the Mental Health Act, but the way these spectrum disorders present, and the

impact they can have on how an individual communicates can be misinterpreted or

exacerbated by the actions of others, and this needs to be a key consideration for any

AMHP undertaking a Mental Health Act Assessment with a person affected by these

conditions.

This one-day course will provide participants with practical and theoretical knowledge,

skills and experience - relating to learning disability, autistic spectrum disorders, and

mental illness. Including issues related to their AMHP role.


• Refreshed knowledge and practice relating to assessments with people with learning disabilities and/or autistic spectrum disorders.

• A greater understanding of learning disability and autistic spectrum disorder, including development of a greater awareness of the origins/manifestation of learning disability/autistic spectrum disorders and an understanding of the key differences.

• Enhanced skills in interview techniques.

• The ability to identify the appropriate interventions in the context of the least restrictive option.

• The opportunity to explore and reflect upon considerations of risk management.

• The ability to consider when the use of the MHA is appropriate and how it interfaces with the MCA/DoLS.

• An understanding of the relevant legal issues, practice requirements and impact of current case law.

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Safeguarding and the AMHP Role

This one-day programme is designed as an AMHP refresher and will provide the

opportunity to refresh and reflect on the interface between the AMHP and

safeguarding in its various forms and contexts.


• An updated understanding of the requirements of safeguarding adult’s and children’s

frameworks, including Making Safeguarding Personal outcomes.

• The opportunity to consider how the AMHP role contributes to both safeguarding

adults and children.

• Refreshed awareness of the interface between safeguarding policy and procedures

and the AMHP role.

• The opportunity to reflect on the role and function of the AMHP in terms of ensuring

rights and safeguards are in place.

Risk & Risk Management for AMHPs

Risk assessment is a core part of the AMHP role, and practitioners are required to

make complex decisions in pressurised situations on a regular basis. This one-day

programme is designed to support AMHPs to reflect upon and further develop their

risk management practice, including a focus on defensible decision making and

evidencing within reports.


• An understanding of the decision-making practices they undertake within the AMHP

role and the factors that impact upon them.

• An increased awareness of the importance of evidencing decisions around risk and risk

management within the context of MHAA.

• An understanding of static and dynamic risks and how these can be used within the

assessment and risk management plan.

• The ability to reflect on own risk management skills and identify further development

needs.

• An understanding of how to apply learning from this session to own practice.

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Values and Ethics in AMHP

This one-day programme considers the role and impact of values and ethics in

approved mental health practice, examining issues such as the relationship between

ethical practice and the value-base of the practitioner, the use of power and how

principles of autonomy, empowerment and self-determination are balanced against

risk, enforcement and protection.


• An understanding of the relationship between ethical practice and values.

• The ability to reflect on the role of the AMHP & the application of values within this

context.

• An understanding of the theories underpinning the ethical use of power.

• An awareness of how issues such as discrimination & oppression, empowerment

equality, diversity & human rights underpin decision making.

• The ability to identify and consider the complexities involved in balancing principles of

autonomy & protection.

Older People and Mental Health

This one-day programme considers how, with an aging population the mental health of

older people, often impacted by a wide range of social and psychological issues, has

become a significant consideration for those working in the AMHP role. With an increase

in organic mental health difficulties, combined with the continuation of functional mental

health problems and increasing use of alcohol and other drugs amongst older people, it

is becoming important for AMHPs to have an understanding of how mental health

problems of varying kinds can affect and impact upon the wellbeing of older people.


• Understanding of the key issues that affect older people and impact on mental

wellbeing.

• Consideration of organic and functional mental health and the resulting difficulties.

• Awareness of the interaction between aging and the development or exacerbation of

mental health symptoms.

• Increased understanding of the role of alcohol within older people’s mental health.

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AMHP Advanced Assessment & Interviewing


• A refreshed knowledge of best practice approaches to interviewing and assessment

skills.

• An opportunity to reflect upon skills in working with interpreters and translators as part

of the mental health act assessment.

• Skills practice in active listening and motivational interviewing techniques.

One of the core duties of the AMHP is to ensure that they interview the patient ‘in a

suitable manner’ (s.13 MHA 1983) and this one-day programme aims to provide a

reflective environment where AMHPs can refresh and critically evaluate their

assessment and interviewing skills and update themselves on best practice

approaches.

AMHP Approval Processes (AMHP Warrants)

This one-day programme focuses on evidencing the AMHP competencies and will

support practitioners to prepare for their local warranting processes by providing an

overview of approval processes and supporting participants to take a critically reflective

approach to their own practice in preparation for becoming, or renewing, their AMHP

warrant.


• Increased awareness of the AMHP competencies and ways in which these can be

evidenced in practice.

• Understand and can explain the approval processes required for AMHPs to demonstrate

competence to the approving authority.

• Explore the benefits of maintaining an ongoing record of CPD and competency (HCPC

CPD Standard 1).

• The opportunity to reflect on own competencies and the evidencing process, identify

strengths and development needs and formulate an action plan to support AMHP

warranting arrangements.

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Mental Capacity Act

and Deprivation of

Liberty Safeguards Who:

• AMHP’s

• Social Work Practitioners working with Adults, Children and Families

• Care workers

These courses are aimed at refreshing knowledge of the Mental Health Act and

how this applies in practice, looking at the principles for understanding and

assessing capacity for specific decisions, the rights of the individual, and the

appropriate processes for supporting those individuals without capacity to make a

decision, particularly when considering a deprivation of their liberty.

MENTAL CAPACITY ACT AND DEPRIVATION OF LIBERTY SAFEGUARDS ................................ 56

AN INTRODUCTION TO THE MCA 2005.................................................................................... 57

MENTAL CAPACITY ACT AWARENESS ..................................................................................... 57

USE OF MCA AND DOLS FOR CHILDREN WITH DISABILITIES ................................................... 58

DOLS PROVIDER MANAGER PROGRAMME .............................................................................. 58

AN INTRODUCTION TO DOLS .................................................................................................. 59

DOLS IN THE COMMUNITY ...................................................................................................... 59

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• Understand how the principles of the MCA apply to the assessment and best interest

processes.

• Develop an applied knowledge of the Mental Capacity Act 2005 and related Codes of

Practice.

• Awareness of the key provisions and safeguards within the MCA.

• Understand the elements of the assessment of capacity and best interest checklist and how

it applies in practice.

• Develop skills and strategies to engage with individuals and their supporters as part of the

process.

• Consider the presumption and assessment of capacity and how.

• Reflect upon & analyse Best Interest decision-making.

• Consider the role of Human Rights in the application of the MCA, Deprivation of Liberty and

best interest decision-making.

There have been significant developments in relation to the operation of the Mental Capacity Act 2005 and the Deprivation of Liberty Safeguards (DoLS) in recent years including landmark cases such as Neary (2012) and Cheshire West (2014) rulings

among others. These developments have had a significant impact both on the role of those working

with the MCA and the demands currently being experienced by LAs in relation to DoLS applications. This one-day programme is designed as an update for those who

wish to update their knowledge and skills.

Mental Capacity Act Awareness

An Introduction to the MCA 2005


• An overview of the MCA.

• Understanding and applying the principles of the Act.

• Understanding what is meant by capacity and how and when it should be assessed.

• Understanding best interest decision making.

This one-day intro will give you a first look in to the Mental Capacity Act 2005 and the

main principles of its use and application in practice.

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Use of MCA and DoLS for Children with Disabilities

This programme will examine the use, and impact of, the MCA and DoLS with Children with disabilities and aims to support children and young people’s

practitioners to think about how and when the MCA should be used and when a court authorisation for a deprivation or best interest determination might be required.


• Understand the main provisions and underpinning principles of the MCA, including

deprivation of liberty.

• An understanding of how Article 5 of the Human Rights Act 1998 applies to children

and young people and how this interacts with the scope of parental responsibility.

• Understand how and when to consider Gillick competence, assessment within the

Fraser guidelines or the assessment of mental capacity.

• Understand the impact of recent court rulings for how children and young people are

supported and their behaviour managed (inc. safe spaces and other forms of restraint).

DoLS Provider Manager Programme

This one-day session will consider what constitutes good practice in terms of

identifying and responding to a deprivation and the consideration of less

restriction as a core principle of practice.


• Have a basic understanding of DoLS legislation and accompanying guidance and an

understanding of the requirements of a DoLS assessment process.

• Understanding the principles of Articles 5 and 8 of the Human Rights Act 1998, including

how these interact with the DoLS process.

• Identifying a deprivation liberty and awareness of key case law precedents.

• An understanding of the DoLS processes and roles – including the safeguards that

authorisation processes should be provided for the individual.

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An Introduction to DoLS

DoLS in the Community

Since the 2014 Supreme Court Judgement on Cheshire West and P & Q, the issue of article 5 safeguards and deprivation of liberty in a community setting have been

brought into focus.

For all of those individuals outside of the Local Authority Deprivation of Liberty Safeguards (DoLS) processes there needs to be decision making authority in place to authorise a potential deprivation. In the case of community settings (e.g. supported

living, shared lives or other ‘home’ environments) this will involve applying to the Court of Protection where the criteria are met, and a person requires Article 5 safeguards to be in place. This one-day course is aimed at practitioners working in health and social care who may be supporting or working with individuals that are subject to a deprivation

of their liberty in a community setting.


• Understand the impact of the 2014 Supreme Court judgement on those living in community

settings, including the role of case law.

• Be able to identify a potential deprivation of liberty in the community and understand the legal

framework for seeking authorisation.

• Understand the role and remit of the Court of Protection in relation to deprivation of liberty in

the community.

• Understand and be aware of the forms and written evidence that will be required when

seeking a court authorisation.

This one-day intro will give you a first look in to the Deprivation of Liberty

Safeguards and support practitioners to understand what constitutes a

deprivation, what the purpose of the safeguards are, and the processes for putting

this into place.


• Understanding the principles of article 5 and the Human Rights Act 1998.

• Identifying a deprivation of liberty.

• DoLS processes and roles.

• An understanding of key case law – Cheshire West and Neary.

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Skills in Practice

Who:


SKILLS IN PRACTICE ............................................................................................................ 60

MOTIVATIONAL INTERVIEWING ................................................................................................ 61

REFLECTIVE PRACTICE........................................................................................................... 61

BRIEF SOLUTION FOCUSED THERAPY ..................................................................................... 62

EFFECTIVE COMMUNICATION .................................................................................................. 62

PERSON CENTERED PLANNING .............................................................................................. 63

TRAUMA INFORMED PRACTICE ............................................................................................... 64

STRENGTHS-BASED PRACTICE ............................................................................................... 65

POSITIVE RISK MANAGEMENT ................................................................................................ 66

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Motivational Interviewing

This one or two-day course is a directive, client-centred counselling style for eliciting behaviour change by helping clients to explore and resolve ambivalence.

Compared with non-directive counselling, it is more focused and goal-directed. Motivational Interviewing has proved to be highly effective in working with a range of

issues related to life change; particularly with addiction.


• An understanding of the stages of change model and how this can guide intervention selection and develop an understanding of the purpose of motivational interviewing and a person centred approach to maximise positive change

• An understanding of the key theory, principles and philosophy underpinning a motivational approach. Developed an understanding of the stages of change model and how this can guide intervention selection.

• Improved skills to actively encourage service users to utilise their own strengths, those of

their networks and services to meet their own needs.

• An understanding of the impact of values and beliefs on behaviour choices and changes.

• Skills to work with ambivalence and how to approach it to support self-efficacy.

• The ability to set personalised and SMART goals to support recovery outcomes.

• An understanding of the barriers to communication and relationship building, and strategies that can help to overcome them.

• The ability to use the micro-skills needed to effectively apply motivational interviewing.

• An understanding of how to apply the tools for change such as working with scales and decisional balancing can be used to maximise commitment to change.

• An understanding of how to ‘roll with resistance’ to avoid entrenching behaviours.

Reflective Practice

This one-day programme is designed to support practitioners and supervisors to

consider how reflective practice can be applied to support learning, development of

practice and ultimately outcomes for service users.


• An understanding how critical reflection contributes to learning and development.

• The ability to apply a range of reflective models to learning and clinical practice.

• An awareness of preferred learning style and how this influences development needs and

reflective practice.

• An understanding of tools that can be used promote reflection, learning and good

practice.

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Brief Solution Focused Therapy

This course aims to equip workers with the awareness of the benefits of applying a solution focused approach. Emphasising the three key aspects of:

• Individual abilities and strengths • Present and future • Aspirations, achievements and successes

Participants will learn how to apply BSFT techniques to help service users to identify and work towards positive goals and make the desired changes to their lives.


• An increased understanding of the solution focused approach.

• The opportunity to explore how beliefs and values impact upon the worker-service user

relationship.

• The skills to build rapport in the context of working towards goals.

• The skills to negotiate goals and support achievements.

• The skills needed to effectively apply BSFT into practice.

• The skills to support individuals to identify and implement their own solutions.

• An understanding of how to apply the tools for change such as exceptions, scales and

miracle questioning.

Effective Communication This one-day programme is designed for those working in social care settings and

focuses on building effective communication skills utilising a variety of methods and

approaches. The course will help delegates to identify and develop their own

communication styles in order to get the best out of their relationships.

This course will provide participants with the following learning outcomes, including

• The ability to identify and develop own communication styles and skills.

• Improved awareness of how communication style impacts upon others.

• Increased awareness of the skills involved in developing positive relationships.

• The ability to identify which skills are most appropriate to be used in communicating with

diverse groups.

• Apply a range of communication techniques within their social interactions

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• Knowledge of tools which can be used with individuals to develop person-centred,

outcomes focused support plans and gain practice in the use of such tools.

• Ideas about how to involve people more fully in their support plans, particularly where

people are significantly affected by the impact of severe mental health difficulties.

• The ability to identify a variety of ways of meeting eligible needs and outcomes (including

universal services, and community resources).

• Skills in identifying people's strengths and incorporating these into their support plan.

• An enhanced understanding of the importance of social networks to mental well-being.

• Skills to help a person build their social networks as part of the support plan.

• An understanding of how a person-centred support plan might link to a CPA care plan.

• The opportunity to test tools in practice and facilitate follow-up reflection.

• The opportunity to explore some of the complexities of asset-based working with mental

health issues.

Person Centered Planning

A range of tools are available to support this approach in practice, and this two-day

programme will explore these, providing an opportunity for participants to apply and

reflect on tools and models which can then be taken back in practice. Day 1 will

consider the tools and issues associated with this approach, and day 2, taking place

several weeks later, will focus on participants use of the tools in practice and

explore some of the complexities of asset-based working with mental health issues.

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Trauma Informed Practice

This course can be tailored for a particular Service User Group (ie: Young

People, Women or Service Users with Personality Disorders etc). It can also be

tailored to a particular Staff Group (Eg: AMHP, Adult Social Care, Children’s

Social Care, Criminal Justice)

There is increasing awareness that a significant proportion of service users in the

criminal justice system, mental health system and social care are suffering from the

effects of trauma, as a result of experiencing childhood abuse, interpersonal violence,

sexual or domestic abuse. For workers in the field an understanding of the impact of

trauma, on a service users’ presentation, behaviour and potential recovery journey, is

vital. This one-day course introduces, and provides the opportunity to explore, trauma-

informed practice, with the aim of equipping participants with both understanding and

tools for practice.


• An increased understanding of the impact of trauma on an individual’s emotional and

social health and well-being.

• Knowledge of the key messages, data and evidence-base underpinning trauma-

informed approaches.

• An understanding of the principles, values and key models underpinning the trauma-

informed approach.

• An opportunity to apply trauma-informed tools to the practice context.

• An opportunity to critically reflect on own practice and identify developments that

supports a trauma-informed approach.

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Strengths-Based Practice

This one-day course aims to provide the knowledge and support for Care Managers, Case Workers, Social Workers and Occupational Therapists to develop their

understanding of undertaking a Strengths-Based Approach in all elements of practice including assessment, risk assessment, care-planning and review.

This course includes understanding the legislative frameworks and how these inform the principles of practicing holistically in this manner. The course also explores practical tools such as asset mapping and weighing up what is appropriate and

proportional. The course encourages reflection and challenges workers to examine how their own principles, ethics and values impacts on practice.


• An understanding of the change to a strength-based approach in adult social care

• To increase awareness and understanding of the duties and powers embedded in the

Care Act 2014 which support strength-based approaches for assessors and support

planners.

• To understand the meaning of ‘well-being’ within the Care Act 2014

• To explore what is meant by ‘appropriate and proportionate’ interventions

• To increase understanding of key elements of a strengths based, person-centred

assessment and support planning process and be able to apply this to practice.

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Positive Risk Management

This one-day course explores best practice involving deciding who will be involved, identifying risks, justifying strategies and developing support plans, whilst at the same

time safeguarding service users’ individual rights.


• A clear understanding of what Positive Risk Management (PRM) and assessment is

and the principles and evidence that underpin it.

• Tools and frameworks for assessing risk in their own practice using PRM principles.

• The ability to recognise the benefit of a PRM approach as opposed to more traditional

defensive risk adverse approaches.

• The ability to link PRM with current legislation, particularly the Care Act and the Mental

Capacity Act 2005.

• The opportunity to explore PRM in own areas of practice and encourage discussion

and analysis with peers.

• The ability to analyse how their personal values and experience around risk may

influence their professional judgments.

• Clear guidelines on the standards for consultation, management agreement and

recording for PRM decisions made in the workplace.

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Analysis Into

Assessment,

Decision Making and

Report Writing Who:

• Social Workers

• Approved Mental Health Practitioners

• Social Care Practitioners

ANALYSIS INTO ASSESSMENT, DECISION MAKING AND REPORT WRITING ............. 67

MHRT AND REPORT WRITING FOR RCS AND NURSING REPORTS .......................................... 68

MHRTS & PROFESSIONAL REPORT WRITING ......................................................................... 68

MHRT & SOCIAL CIRCUMSTANCES REPORTS ........................................................................ 69

REPORT WRITING FOR BIAS .................................................................................................. 70

REPORT WRITING FOR ADULT AND CHILDREN’S SOCIAL CARE ............................................... 71

ANALYSIS INTO ASSESSMENT FOR ADULT AND CHILDREN’S SOCIAL CARE .............................. 72

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MHRTs & Professional Report Writing

MHRT and Report Writing for RCs and Nursing Reports


• An increased awareness and understanding of the role and purpose of the Mental Health Review Tribunal

• Knowledge of the legal rules governing MHRTs and the requirements of professionals in responding to MHRT requests.

• An understanding of the purpose and requirements of different types of reports.

• The ability to structure, prepare and present which is aligned with the legal requirements.

• The ability to critically reflect on own report writing skills and identify further development needs.

This one-day course is designed for professional staff that may be required to prepare

and write reports for Mental Health Review Tribunals (MHRT). The course will

provide participants with an overview of MHRTs, including practitioner responsibilities

and requirements, and will focus on good practice in writing reports for tribunal.


• An understanding of the various routes of appeal under the MHA 1983 and MHRT rules.

• An awareness of the members of the panel and their roles.

• An understanding of the difference in thresholds for different types of appeal.

• The principles of good practice and values to the preparation of tribunal reports.

• The ability to put good practice in giving evidence into practice.

This one-day course is designed for Responsible Clinicians and Nurses that may be

required to prepare and write reports for Mental Health Review Tribunals (MHRT).

The course will provide participants with an overview of MHRTs and what is expected

from RCs and Nurses in their reports and how to ensure reports are written to the

required standard.

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MHRT & Social Circumstances Reports


• An increased awareness and understanding of the role and purpose of the Mental Health Review Tribunal.

• Knowledge of the legal rules governing MHRTs and the requirements of professionals in responding to MHRT requests.

• An understanding of the purpose and requirements of social circumstances reports.

• The ability to structure and prepare a social circumstances report aligned with the legal requirements.

• The ability to critically reflect on own report writing skills and identify further development needs.

This one-day course is designed for professional staff that may be required to prepare and write social circumstances reports for Mental Health Review tribunals.

The course will provide participants with an overview of MHRTs, including practitioner responsibilities and requirements, and will focus on good practice in

writing social circumstances reports.

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Report Writing for BIAs


• An increased understanding of the evidence required for the BIA assessment process,

the requirements for reports (including the relevant ADASS forms and guidance) and a

clear understanding of what ‘good’ looks like in this context.

• The ability to present, in writing, the application of the principles of Articles 5 of the Human

Rights Act 1998, including how these interact with the DoLS process and specific case

law rulings.

• An increased understanding of the supervisory body scrutiny and authorization

requirements in relation to the BIA report.

• An awareness of the legal framework for legal challenge and how this relates to BIA

reports.

• The ability to explain what should and what should not be included in reports and present

appropriate rationale.

• The opportunity to reflect on knowledge and skills and identify strengths and development

needs within participants own report writing practice.

This one-day programme is aimed at qualified BIAs and BIA trainees, and takes an

in-depth look at the requirements of a Best Interest Assessment report, using

ADASS form 3 as the main template within which the report is presented and

supporting participants to reflect on their knowledge and skills in relation to this area

of practice.

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Report Writing for Adult and Children’s Social Care

Social workers and social care workers are required to write reports in a range of

formal situations including case notes, assessments and reviews, conference and

panel reports and court reports. It can feel that this is a skill that practitioners are

expected to have with very little in the way of training to ensure staff are clear on the

expectations and equipped with the skills they need.

This one-day programme is designed to support social workers and social care staff

who are required to write formal written reports, develop and reflect upon their report

writing skills and development needs. There are two versions of this course, one

tailored to Adult Social Care, using example specific to identifying and responding ot

eligible needs under the Care Act 2014, whilst giving appropriate focus to issues of

capacity under the Capacity Act 2005. The other course, aimed at Children’s Social

Care looks at the requirements of The Children Act 1989 and the standard required

from ‘Early Help’ to ‘Care Proceedings’ in recording & report writing.


• An understanding of the principles, expectations and requirements of formal report writing for social work/social care practitioners.

• An awareness of the complexities of reports and the possible implications of their own practice and written communication skills.

• The opportunity to identify their own strengths and areas of development in relation to report writing skills.

• Understanding the importance of accuracy.

• The ability to structure and prepare reports which are based on clear evidence and distinguish between fact, opinion and hearsay.

• Distinguish between information gathering and analysis and improve analytical skills.

• Have an awareness of the concept of neutrality and judgement describing and analysing.

• The ability to present an argument and defend their own professional judgements within a report format.

•

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Analysis into Assessment for Adult and Children’s Social Care

This one-day session is designed to support Social Workers to effectively incorporate

meaningful analysis into all levels of assessment and review processes to ensure Social

Workers are able to articulate clear evidence-based recommendations for the individuals

care-plan. The course will provide participants with practical tips for ensuring reports in all

formats, for a range of purposes are concise and easy to follow, whilst still containing the

necessary depth for complex decision making and long-term care-planning.

There are two versions of this course, one for adult social care which incorporates the

principles of the Care Act 2014 and the Capacity Act 2005, this utilises examples relating to

assessing amd evidencing eligibility needs and providing a rationale and recommendations

for how these are met. The other for Childrens’ Social Care is underpinned by the Children

Act 1989, how to evidence thresholds and the welfare principles from ‘early help’ through to

‘care proceedings’


• A clear understanding and ability to articulate the needs of a child or vulnerable adult, free from jargon and with a clear analysis regarding the implications of leaving the needs unmet, the options for responding to the needs, including resource implications and the how successful outcomes will be measured.

• The ability to effectively analyse information gathered during the assessment or review process to make appropriate decisions and inform both case management and care-planning.

• A transferable approach that can be used for a range of settings.

• The ability to appropriately record information, understanding the difference between fact and opinion and being aware of bias.

• The ability to articulate the reasoning for decision-making and recommendations,

including available options and explain clearly and own professional judgement

• The opportunity to refresh the principles of good case recording and report-writing.

• Confidence to plan and carry out an evidence based systemic and strengths-based

assessment, that involves children or vulnerable adult and families without losing sight

of risk, for adult social care this will include issues of capacity, consent and choice, for

children this will consider significant harm, the welfare principle and the child’s

timescales.

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Best Interest

Assessor Training

Who:

• BIAs

• Mental Health Assessors

BEST INTEREST ASSESSOR TRAINING............................................................................. 73

BEST INTEREST ASSESSOR TRAINING .................................................................................... 74

BIA RETURN TO PRACTICE ..................................................................................................... 74

REPORT WRITING FOR BIAS ................................................................................................... 75

BIA REFRESHER TRAINING ..................................................................................................... 76

BIA AND RISK ENABLEMENT ................................................................................................... 76

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Best Interest Assessor Training

Three-day module (Wales)

Day 1: Understanding the legal framework

Day 2: Understanding the DoLS legal framework

Day 3: Safeguards and Interfaces


• A clear understanding of the relevant legal framework (MCA, DoLS), the structure of the

courts and the interface between the MCA and other social care legislation.

• An applied knowledge of the Deprivation of Liberty Safeguards, the associated codes of

practice, and key case law rulings affecting BIA practice.

• The skills necessary to obtain, assess and analyse complex evidence and differing views

and to weigh these appropriately in decision-making against established legal criteria.

• The ability to work with vulnerable people in a manner consistent with the Key Capabilities

for Best Interest Assessors (TCSW, 2012).

• The ability to use reflection and critical analysis to examine their own practice with service

users, families, and other stakeholders where issues of mental capacity and article 5

safeguards are central to support planning.

BIA Return to Practice This three-day programme is designed as an update for those qualified to undertake

the BIA role but who may not have practiced for some time and wish to update their

knowledge and skills.


• Refreshed practice skills for undertaking DoLS and BIA processes.

• Updated knowledge in relation to recent rulings.

• An understanding of the impact of recent developments on BIA practice.

• The opportunity to reflect & analyse upon Best Interest decision-making.

• The opportunity to consider Article 5 & 8 within the context of DoLS and the various roles and processes (including RPR).

• The opportunity to consider the role of Human Rights in Deprivation of Liberty and best interest decision-making.

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Report Writing for BIAs


• An increased understanding of the evidence required for the BIA assessment process,

the requirements for reports (including the relevant ADASS forms and guidance) and a

clear understanding of what ‘good’ looks like in this context.

• The ability to present, in writing, the application of the principles of Articles 5 of the Human

Rights Act 1998, including how these interact with the DoLS process and specific case

law rulings.

• An increased understanding of the supervisory body scrutiny and authorization

requirements in relation to the BIA report.

• An awareness of the legal framework for legal challenge and how this relates to BIA

reports.

• The ability to explain what should and what should not be included in reports and present

appropriate rationale.

• The opportunity to reflect on knowledge and skills and identify strengths and development

needs within participants own report writing practice.

This one-day programme is aimed at qualified BIAs and BIA trainees, and takes an

in-depth look at the requirements of a Best Interest Assessment report, using

ADASS form 3 as the main template within which the report is presented and

supporting participants to reflect on their knowledge and skills in relation to this area

of practice.

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This one-day programme is designed as a peer learning experience, providing

detailed updates and a reflective space to support BIAs and MH Assessors in

practice and deliver the requirements of continued learning.


• Updated knowledge in relation to recent rulings and their impact on DoLS practice.

• The opportunity to reflect & analyse upon Best Interest decision-making within the context

of MCA and DoLS.

• The opportunity to consider the role of Human Rights in Deprivation of Liberty and best

interest decision-making.

BIA Refresher Training

BIA and Risk Enablement


• An understanding of the concept of risk enablement.

• Skills to apply a person-centred approach can be taken to assess, identify and manage risk.

• The ability to identify how risk enablement principles can be applied to risk assessments.

• The ability to identify opportunities for positive risk taking.

• The opportunity to consider the term duty of care, and how this links to other requirements e.g. MAPPA, H+S legislation, Deprivation of Liberty Safeguards and Safeguarding.

• The ability to identify links with the Mental Capacity Act and the impact this has on assessment (i.e. assume people can make their own decisions).

• The ability to ecognise the importance of partnership working (with service users, their carers and advocates).

• Consider risk enablement in the context of the BIA role.

This one-day programme explores the idea of positive and appropriate risk-taking

and how to balance risk of harm, safeguarding responsibilities alongside the rights

and values of empowerment and choice, considering previous and current wishes

and capacity.

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Social Care

Who:

• Social Care Practitioners

• Social Care Managers

• Carers

SOCIAL CARE ........................................................................................................................ 77

UNDERSTANDING HELP SEEKING BEHAVIOUR ......................................................................... 78

CARE ACT 2014 ..................................................................................................................... 78

VALUES AND ETHICS .............................................................................................................. 79

CULTURAL SENSITIVITY .......................................................................................................... 79

DIVERSITY TRAINING .............................................................................................................. 80

APPROPRIATE ADULT TRAINING ............................................................................................. 81

SOCIAL SUPERVIORS TRAINING .............................................................................................. 82

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Understanding Help Seeking Behaviour


• A better understanding of why people are asking for help.

• The ability to recognise the difference between listening and hearing.

• The ability to identify and use appropriate language.

• The ability to manage frustration (yours and theirs).

• An understanding of the impact of values.

• An understanding of internal and external locus of control.

• The ability to appropriately manage power.

• Using non- threatening challenge.

This one-day course provides learners with the opportunity to explore the different

reasons and times that they seek help or accept help from services, and how to

maximise on these crucial times of potential change for individuals.

Care Act 2014

This one-day programme provides an update for practitioners in respect to the

progress so far and provides an opportunity to reflect upon and develop an

applied understanding of the impact of the Act in social care practice.


• Confidence to describe the key elements of the Care Act 2014.

• An understanding of legal challenges that have influenced interpretation of the Care Act.

• The ability to identify actions to enable you to keep up to date with the legal framework in line with your professional requirements and be aware of the law and legal challenges.

• The ability to ensure and communicate defensible decision-making.

• The ability to use knowledge of the Care Act in practice and explain how decisions comply with the requirements of the Act.

• The opportunity to engage in critical thinking and be able to challenge decision making.

• The opportunity to identify actions that would promote person centred practice.

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Values and Ethics

This one-day course aims to increase understanding of the theories underpinning

the ethical use of power and reflect on the role of the social care practitioner &

the application and impact of values and ethical perspectives to their practice.


• An understanding of the definitions of values and ethics within a professional context.

• An understanding of the difference between personal and professional values and

ethics, the relationship between these and our personal and cultural beliefs.

• The ability to identify bias and how it may impact interventions and decision making.

• The ability to recognise types of power, how it is used and experienced in practice.

• The ability to use critical reflection to explore values and ethics in practice.

• The ability to use supervision, legislation and process to guide practice.

Cultural Sensitivity

This one-day programme will explore what is meant by cultural sensitivity, how culture impacts on assessments and decision making, and provide participants

with an opportunity to reflect on their own beliefs and capabilities within the social work role.


• An increased understanding and awareness of cultural issues in relation to the

assessment of people from diverse backgrounds.

• The ability to consider diversity as a power issue and how this might impact on practice.

• Sn understanding of the processes and responses to cultural diversity in a population.

• The opportunity to reflect on the cultures and cultural diversity in participants practice

area and consider how this might impact on individual, family and community responses

to health and social care needs.

• The opportunity to consider how organisational/professional cultures impact on

individuals accessing services and the interventions/resources available.

• The opportunity to examine the evidence base for cultural competence and how it might

enhance practice.

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Diversity Training

This half day programme will provide participants with the opportunity to reflect upon and challenge their own beliefs and values. Learners will gain an understanding of how equality and diversity are areas that have a significant impact upon individuals

or a groups quality of life and access to community resources. The course will highlight how social beliefs and values can be challenged and to strive towards

equality and acceptance of difference within their practice and the wider community.


• An understanding of what diversity means.

• Insight in respect of the impact of one’s personal assumptions.

• An awareness of how people are different and understand different types of discrimination.

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Appropriate Adult Training

This one-day course supports staff undertaking the ‘Appropriate Adult Role’ to feel confident in supporting vulnerable adults and young people in the criminal justice

system. The course ensures that staff understand the Police and Criminal Evidence Act (PACE)1984 requirements, the interface with the Mental Health Act 1983 and other

relevant legislation such as the Mental Capacity Act 2005, The Care Act 2014 and the Children Act 1989.

The course ensures delegates have an understanding of their own rights in their professional role and the rights of the vulnerable person. It ensures staff undertaking the

role of an Appropriate Adult are clear on their responsibilities and boundaries and explores the key skills to undertaking the role effectively.


• Understand and recognise the experience of Custody for vulnerable individuals.

• Understand the rights of individuals in custody.

• Understand the complexities of the role of the Appropriate Adult.

• Increase awareness of the responsibilities and code of practice for PACE.

• Understand the role and limitations of advocacy with the Appropriate Adult role.

• Understand how to facilitate communication.

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Social Superviors Training

This one-day course supports staff undertaking the ‘Social Supervisor Role’ to understand the legislative framework for supporting Restricted Service Users who have

been ‘conditionally discharged’ under Part 3 of the Mental Health Act and the responsibilities under both the Mental Health Act and Ministry of Justice which come

with this role.

The course supports Social Supervisor to be able to undertake meaningful supervision which enables the Social Supervisor to report on service user’s care in the community,

rehabilitation and risk to the public on a regular basis. The course explores the requirements of the initial statutory report post discharge and the quarterly review

thereafter.


• The legal background to forensic mental health work & the Social Supervisor Role

• The role of the Social Supervisor for conditionally discharged patient

• Learning from recent case law and inquiries

• Guidance from the Ministry of Justice in undertaking the role

• Supervision & management needs when undertaking the Social Supervisor Role

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Social Work CPD

Who:

• Social Workers in Practice

• Social Workers in Management

SOCIAL WORK CPD .............................................................................................................. 83

REFLECTIVE PRACTICE........................................................................................................... 84

THE PCF IN PRACTICE ........................................................................................................... 84

LEARNING FROM SERIOUS CASE REVIEWS (SCR) .................................................................. 85

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• An understanding of the role of the Professional Capabilities Framework (PCF) as the framework for professional development.

• The opportunity to reflect upon, and take a holistic view of your own, and other capabilities across the PCF domains.

• An understanding of holistic assessment and how capabilities can be evidenced.

• An understanding of how the PCF can be used as a tool for supervision and performance.

• The opportunity to reflect upon and identify further learning or development needs.

The PCF in Practice

This half day session has been designed for social workers, and those working with the Professional Capabilities Framework (PCF) for supervision and continuing

professional development. The sessions will explore the PCF domains in detail and consider how the PCF can be used for continuing professional development and

within supervision as a framework for assessing, evidencing and further developing capabilities in practice.

Reflective Practice


• An understanding of how critical reflection contributes to learning and development.

• The ability to apply a range of reflective models to learning and clinical practice.

• An awareness of preferred learning style and how this influences development needs and

reflective practice.

• An understanding of tools that can be used promote reflection, learning and good practice.

This one-day programme is designed to support practitioners and supervisors to

consider how reflective practice can be applied to support learning, development of

practice and ultimately outcomes for service users.

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Learning from Serious Case Reviews (SCR)

This course will explain the Serious Case Review Process and the changes

occurring as a result of the Children and Social Work Act 2017 in respect of the new

Child Safeguarding Practice Review Panel, Local Child Safeguarding Practice

Reviews and Child Death Review Panels, these will be reflected in a revised

updated Working Together.


understanding of;

• The current serious case/child death review process and forthcoming changes.

• The purpose, process and learning aim of reviews.

• National Serious Case Reviews – Practice and Policy Implications.

• Thematic reviews and findings.

• Local Serious Case Reviews – learning and application to process.

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Management and

Supervision

Who:

• Social Work Practitioners responsible for the supervision of Social

Workers with case management duties

• Adult and Children’s Social Care Managers and Senior Practitioners

MANAGEMENT AND SUPERVISION .................................................................................... 86

SUPERVISION SKILLS FOR SOCIAL WORKERS ......................................................................... 87

SUPERVISION FOR PRACTICE QUALITY ................................................................................... 87

MANAGING SERVICES ............................................................................................................. 88

MANAGING PROFESSIONAL STAFF .......................................................................................... 88

SUPERVISION AND MANAGEMENT OVERSIGHT ........................................................................ 89

ESCALATING CONCERNS ........................................................................................................ 89

EVIDENCE BASED DECISION MAKING FOR MANAGERS ............................................................ 90

PREPARING AND RESPONDING EFFECTIVELY TO CQC INSPECTIONS FOR MANAGERS ............. 91

REFLECTIVE SUPERVISION ..................................................................................................... 92

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Supervision for Practice Quality

This one or two-day programme is designed for supervisors and first line managers

to develop knowledge of best practice around supervising staff to ensure quality

outcomes for service users.


• An understanding of what consititutes effective supervision and its functions.

• The opportunity to consider the significance of individual supervision agreements and the

importance of developing an effective supervisory relationship.

• An increased awareness of the knowledge base for effective supervision including

messages from serious case reviews.

• The ability to link the impact of supervision and outcomes for children or adults at risk of

harm.

• The ability to promote reflection through supervision.

• An understanding of the impact of emotion and anxiety on practitioners working in the

safeguarding arena.

• Explore how supervision enables workers to build resilience.

Supervision Skills for Social Workers

This course helps supervisors of Social Workers understand how to link Social Work

Practice to the requirements of HCPC Registration, the Professional Capabilities

Framework (PCF) and the Knowledge and Skills Statements (KSS).


• An understanding of different models of supervision and reflection, the challenges and some

solutions.

• An understanding of the relationship between Supervision, HCPC Registration and the PCF

& KSS.

• The opportunity to explore the value of reflective supervision and its benefits for practice

quality and performance.

• The ability to deliver effective line management and organisational accountability.

• An understanding of how to identify and achieve personal learning, career and development

opportunities.

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Managing Professional Staff

This course is ideal for senior managers who supervise a range of professional staff

from a variety of disciplines such as Social Workers, Counsellors and Nurses. This

course allows senior managers to explore how to achieve consistency across staff

groups and meet both the service needs and the requirements of professional

registrations.


• An understanding of the different terminology and styles of supervision, i.e. encouraging a consistent style of supervision across the service, ensuring supervisees do not feel like they are having to supervise their managers.

• An understanding of the need for a balanced supervision session and understand the different aspects of supervision i.e. not focusing the whole session on casework and performance management/targets and spend time on the supervisees wellbeing, learning, reflective practice.

• An understanding of what reflective practice is and how to put this into practice.

• The skills to achieve the best out of supervisees; encouraging them to prepare for the session, mentoring skills to ask the right questions to be an effective supervisor and encourage development.

• The ability to link supervision to requirements of a professional registration.

Managing Services

This one-day programme will focus on the practice of operational management,

considering issues such as performance management, team working and delivery of

operational targets across a service area.


• An increased understanding of the differences and similarities of leadership and management within an operational delivery context.

• An increased awareness of own management style and how this impacts on the workforce and service delivery.

• The opportunity to reflect on own strengths and development needs within a management role.

• An understanding of management strategies and approaches that can be applied in practice.

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Escalating Concerns

This one-day session explores the complexities of professional disagreements within a multiagency and multi-disciplinary context of safeguarding children. The

course aims to assist managers to ensure the safety of children remains paramount whilst professional differences of opinion are addressed, and to develop the skills to

resolve difficulties positively and where necessary ensure that disputes are managed in an appropriate and timely manner.

This course will provide participants with the following learning outcomes, the ability to:

• Recognise the causes of professional disputes.

• Understand the implications for children and families when professionals disagree.

• Mitigate and Manage Risks.

• Use poositive communication and working together to safeguard children.

• Apply the Local Council Escalation Policy appropriately

• Confidently and appropriately resolve most disagreements.

Supervision and Management Oversight

This one-day course will explore how effective supervision can ensure an appropriate level of management oversight of all safeguarding cases. Methods of monitoring, reducing and addressing drift and delay and ensuring compliance with

statutory requirements. These areas will be explored in the context of what constitutes ‘good supervision’ and how effective supervision can be delivered.


• The Local Council Supervision Policy.

• What constitutes good supervision.

• Key areas for oversight: Risk/Intervention Level/Closure/Statutory requirements & avoiding Drift and Delay.

• The relevance of bias, values and beliefs in supervision.

• The importance of critical reflection, analysis and decision making.

• How to ensure the voice of the child is central to safeguarding.

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Evidence Based Decision Making for Managers

This program is designed to support managers, with experience along with new or aspiring managers to develop and benchmark their own practice. The programme

has person-centred strength-based support at its heart, putting those who use services firmly in control of their own personal goals.

This course will provide participants with the following learning outcomes, the ability to:

• Be aware of the theories that underpin decision making process and understand the point

and purposes of decision making for managers.

• Understand when to make decisions, what might be needed in order for decisions to be

made and how to record and review decisions.

• Understand how to communicate decisions and who the key stakeholders are with whom

decisions need to be made to.

• Understand how to monitor the effects of decision making and identify learning points.


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Preparing and Responding Effectively

to CQC Inspections for Managers


• An awareness of the key legislation arising from the Care Act.

• Understand the detail of CQC inspection regime, including KLOES, the ‘mums’ test, and

the ratings of services.

• Explore challenges and opportunities for Care Providers arising form Inspection.

• Construct individual service Action Plans.

• Analyse service performance and identify critical issues which impact on quality and

ratings.

• Recognise and prioritise issues for attention and or explore quality improvement planning.

• Explore and understand how to develop responses to critical feedback.

This full day training programme is for Registered Managers or Senior Staff who want to gain an in-depth understanding of the CQC regulatory framework to inform quality

improvements in their services. Through the programme attendees will gain knowledge, skills and confidence about working effectively to CQC expectations and will develop

plans for service improvement using tools they will access during the day. Learners will explore CQC standards and expectations in depth, including relevant best practice

examples from actual inspections conducted under the inspection framework. Registered Managers will be encouraged to assess their own services and develop

their thinking and plans for improvement.

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Reflective Supervision

Supervision is a key organisational tool in ensuring high quality provision and consistent outcomes. It can also contribute to meeting performance standards and help to embed critical reflection into practice. Working in social work/ social care

services is a demanding and stressful job and high-quality supervision is vital in the support motivation and accountability of workers and for improving outcomes for

service users.

This one-day programme is designed for supervisors and first line managers to develop knowledge of best practice around supervising staff, understand the

importance of reflective supervision as a tool to ensure quality outcomes for service users.


• Understanding the purpose of supervision and what is effective supervision in terms of supporting workers and raising standards.

• Be able to support and challenge appropriately in a supervision context

• Using reflective practice to bring about change.

• Explore own value base and understanding the restorative approach and how it links to supervision.

• Understand how to empower workers to be more confident about their own professional judgements and to think analytically.

• Explore ways of dealing with complex situations in supervision.


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Assessed and

Supported Year in

Employment (ASYE)

Who:

• Newly Qualified Social Workers (NQSWs)

• ASYE Supervisors

➢ ASSESSED AND SUPPORTED YEAR IN EMPLOYMENT (ASYE) ......................... 93

➢ ASYE PROGRAMMES..................................................................................................... 94

➢ WORKSHOPS FOR ASYE SUPERVISORS ........................................................................ 95

➢ DEVELOPING YOUR ASYE PORTFOLIO ........................................................................... 95

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ASYE Programmes

The ASYE Programmes are for NQSWs and we can provide a full dedicated

programme over the course of the Assessed and Supported Year in Employment, or

we can provide bespoke input to your existing programmes. Each session

encompasses a range of core issues relevant to developing skills in practice and is

managed to the KSS for Children and Families and/or the KSS for Adults.

Please contact us to discuss your needs.

An example of Sessions and Topics include:

• Analysis into Assessment and Decision Making

• Critical Reflection

• Court Skills

• Emotional Resilience

• Equality & Diversity

• Managing your Social Work Admin

• Professional Report Writing

• Safeguarding Principles & Practice

• Undertaking Direct Work with Children and Vulnerable Adults

• Communication and Engagement Skills

• Social Work Law – Understanding Interfaces

• Time & Task Management Skills

• Managing Aggression and Challenging Behaviour

• Values and Ethics

• Rights Based Practice

• Strengths-Based Practice and Positive Risk Management

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Workshops for ASYE Supervisors

These workshops assist ASYE Assessors to understand what is expected of them in

supporting and assessing a NQSW to successfully pass their Assessed and

Supported Year in Employment. The workshops ensure Assessors understand the

KSS and PCF requirements and that they are confident to assess and evidence

their assessment of these competencies in their observation records, reviews and

final report. The workshops cover the requirements of both the NQSW and the

assessors at each stage of the programme.


• An understanding of the requirements and expectations of the ASYE Programme

An understanding of the role of supervisor/manager within the ASYE programme

• An understanding of what is meant by holistic assessment

• An understanding of how the PCF is used to support development and assessment

• Explore minimum standards and sufficiency of evidence.

Developing your ASYE Portfolio

This session is designed for newly qualified social workers, and those working with the PCF and HCPC requirements for continuing professional development. The day

considers how to plan and evidence CPD activities to meet the various standards and will support practitioners to develop their own approach to undertaking and

recording CPD activity. Developing portfolios will be considered and participants will be encouraged to adopt a continuous view of CPD and portfolio development as a

core element of day-to-day practice.


• A good understanding of the professional registration requirements and how to record meeting

these requirements, including understanding how these registration requirements are linked

to the PCF and KSS. This looks at the ASYE level and ongoing CPD.

• An understanding of CPD and the standards required by HCPC.

• Confidence in identifying and strengthen personal learning styles.

• An understanding of the role of critical reflection in developing an approach to CPD.

• The opportunity to access support to develop the ASYE/ portfolio of evidence for CPD.

• An understanding of how to complete the HCPC written profile if audited.

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