Adult Social Care

Young people in Britain have become more and more at risk of Radicalisation & extremism and those working in this sector need to be aware of the factors that make young people more vulnerable to radicalisation, both within the family and external factors. In order for schools and childcare providers to fulfil the Prevent duty, its is essential that staff are able to identify children who may be vulnerable to radicalisation, and now what to do when they are identified. The statutory guidance makes clear that schools and childcare providers are expected to assess the risk of children being drawn into terrorism, including support for extremist ideas that are part of terrorist ideology

To equip housing team members with the skills and knowledge to effectively apply professional curiosity in their daily interactions, ensuring better support and safeguarding for vulnerable adults and children.

In the UK one in six people have some level of hearing loss. This means that you are likely to meet people who are D/deaf on a daily basis. This course is aimed at individuals and organisations who want to develop their understanding of D/deaf awareness, gain skills to improve their communication and improve their organisation’s accessibility.

This programme is a full comprehensive day covering the key principles and duties of the Social Services and Well-being (Wales) Act 2014, in relation to assessment, eligibility and care and support planning. The training is tailored accordingly to accommodate a mixed group of staff, including social workers, social care officers/support workers, occupational therapists and students. The training is supported by a comprehensive workbook comprising all slides, many with additional notes, plus case studies and a list of suggested strengths based questions to support practice. The course will cover the person with care and support needs and carers equally throughout the day. The programme begins by looking at the background of the Social Services and Well-being (Wales) Act 2014 and covers the key principles and spirit of the Act, including the emphasis on maximising choice and control, harnessing the existing strengths within a person’s life and focusing on what is important to that person. The course continues with coverage of the core principles of the Social Services and Well-being (Wales) Act 2014. These principles emphasise the importance of supporting people who have care and support needs to achieve well-being, the person being at the heart of all social care arrangements and the centrality of partnerships, co-operation and prevention across the social and health care system. The course will explore the key duties of Prevention, Information, Advice and Assistance (IAA), Advocacy and Assessment, emphasising the importance of a ‘what matters’ conversation to identify and achieve well-being outcomes. Exercises include two quizzes, one on assessment, the other on eligibility and a case study to test out a range of strengths based questions that underpin collaborative conversations in assessments. The course will also consider assessment and eligibility decisions focusing on all five elements of assessment and will include reflection on what a good ‘what matters’ conversation looks like as part of the assessment process and how staff can work with people to achieve personal outcomes. This includes accurate recording, professional opinion and providing sound evidence for assessment and eligibility decisions. The course will also draw from a recent independent evaluation of the Social Services and Well-being (Wales)Act 2014, commissioned by the Welsh Government, as well as relevant Ombudsman cases and Judicial Reviews. The remainder of the afternoon session will cover the essential components of refining and embedding a personal outcomes approach in the care and support planning process, it will include a quiz and reflective learning on innovative and creative ways to support a person’s wellbeing outcomes, including the use of direct payments. The course explores how Direct Payments can be used and considers guidance and public law principles to help steer practice.

This programme is a half day course which will be a refresher of the key principles and duties of the Social Services and Well-being (Wales) Act 2014, in relation to assessment, eligibility and care and support planning. The programme, specifically designed for managers, will focus on how they can ensure their team members meet team objectives and consistently achieve legal compliance and high standards of quality practice. This will include reflective supervision, ensuring that ‘what matters’ conversations are taking place and overseeing recording. It will also include focus on how to effectively manage performance in teams and how to build further on managerial financial and legal literacy. The training is supported by a comprehensive workbook comprising all of the slides, many with additional notes, plus case studies and a list of suggested strengths-based questions to support staff with collaborative conversations. The course will cover the person with care and support needs and carers equally throughout the session. The programme is a refresher course and will cover the spirit and principles of the Act, including the emphasis on how to support staff to maximise individual choice and control, harness the existing strengths within a person’s life and focus on what is important to that person. Exercises will include a quiz on assessment and a case study to practise strengths based questions and to reinforce the importance of identifying the person/carer’s personal outcomes. The assessment and eligibility section of the training will focus on how to support staff to undertake all five elements of assessment and make sound and confident assessment and eligibility decisions. This includes the importance of creative solutions, accurate recording, professional opinion and providing evidence. The remainder of the course will cover how managers can support staff to deliver on the key duties of care and support planning through undertaking a quiz and reflecting on how their teams can provide creative support options, including how Direct Payments can be used. The course will also draw learning and a practice steer from the recent independent evaluation of the Social Services and Well-being (Wales)Act 2014, commissioned by the Welsh Government, as well as relevant Ombudsman cases and Judicial Reviews.

This programme is a half day course intended for those with a good working knowledge of the Social Services and Well-being (Wales) Act 2014 and an understanding of the key duties and principles, in relation to assessment, eligibility and care and support planning. The course will include a refresher of the key duties and principles followed by an examination of what a good assessment looks like, especially when working with complexity, drawing from relevant case law, Ombudsman cases and good practice principles. The training is supported by a comprehensive workbook comprising all slides, many with additional notes, plus relevant case studies, a list of strengths based questions to support collaborative conversations in assessment, planning and review and summaries of relevant Ombudsman cases/Judicial Reviews. The course will cover the person with care and support needs and carers equally throughout the session. The programme will include a refresh of the core principles of wellbeing, the strengths based approach and personal outcomes, the key duties of Prevention, Information, Advice and Assistance (IAA), Advocacy and Assessment, including how participation can be maximised. The emphasis will be on the application of the law in relation to these duties and principles and the learning derived from various judicial judgements. The assessment and eligibility section of the training will focus on how to undertake all five elements of assessment and make sound and confident assessment and eligibility decisions, particularly regarding complex cases. The course will also draw from a recent independent evaluation of the Social Services and Well-being (Wales)Act 2014, commissioned by the Welsh Government, as well as relevant Ombudsman cases and Judicial Reviews to help steer complexity.

This programme is a half day course which is a refresher of the key principles and duties of the Social Services and Well-being (Wales) Act 2014, in relation to assessment, eligibility and care and support planning. The training is supported by a comprehensive workbook comprising all slides, many with additional notes, plus case studies and a list of suggested strengths-based questions to support practice. The course will cover the person with care and support needs and carers equally throughout the day. The programme covers a refresher of the core principles of well-being, the strengths based approach and personal outcomes, the key duties of Prevention, Information, Advice and Assistance (IAA), Advocacy and Assessment, including how participation can be maximised. Exercises include a quiz on assessment and a case study to reinforce the importance of using a diverse range of strengths based questions to identifying the person/carer’s personal outcomes. The course will consider assessment and eligibility decisions focusing on all five elements of assessment. It includes reflection on what a good ‘what matters’ conversation looks like as part of the assessment process and how staff can work with people to achieve personal outcomes. This will also include accurate recording, professional opinion and providing sound evidence for assessment and eligibility decisions. To aid reflection and quality practice improvement, the course will draw from a recent independent evaluation of the Social Services and Well-being (Wales)Act 2014, commissioned by the Welsh Government, as well as relevant Ombudsman cases and Judicial Reviews. The remainder of the session will cover the essential components of refining and embedding a personal outcomes approach in the care and support planning process, it will include a quiz and reflective learning on innovative ways to support a person’s wellbeing outcomes, including the use of direct payments. This will include exploring collaborative and creative conversations and solutions focussed approaches, through completing the case study from the morning session

This programme is a full comprehensive practice-based day covering the key contributions that social care practitioners will make when working within the CHC National Framework (2022). It explores the statutory expectations in relation to completing the CHC checklist and engaging in the Decision Support Tool (DST) meeting, its correlation to the Care Act (2014) and the importance of keeping the person at the centre of the process. The training is supported by pre-session activities for delegates, a comprehensive workbook comprising all slides, case studies and a reflective tool for use post completion of the course and beyond. The Programme The programme begins by looking at the background of the CHC National Framework to enable delegates the opportunity to understand the importance of working within remit of legislation. This entails an overview of the key benchmark cases that have contributed to the development of the National Framework. In the pre-session activities set, delegates are offered the opportunity to explore these cases independently to enable a more thorough understanding. An overview of the National Framework is provided, including key changes following the revision of 2022, and highlights the key principles and core values which underpin it to enable delegates to mindfully apply them during the process. The main part of the day is centred around providing participants with the opportunity to undertake a detailed examination of the CHC checklist and a domain-by-domain study of the DST. Following provision of information from the trainer, small group exercises are undertaken which consists of cases studies and a breakdown of the checklist and DST to enable consideration of the main features of each process. This includes exploration of ancillary and incidental support, the four characteristics of the presenting needs of the adult, and the importance of analysis, presentation of explicit facts and appropriate evidence to support professional judgement. There is opportunity for reflection after each small group activity which enable participants to consider the key things required in working towards ‘best practice’. The day concludes with an overview of National guidelines in relation to process after the DST meeting.

The purpose of one day session is to introduce participants to the concept of neurodiversity, what that means for our practice and how we can make our services more accessible and our interaction with neurodiverse customers more engaging and productive. The course will include information on areas such as Autism, Autistic Spectrum Disorder (Including Asperger’s Syndrome), ADHD, dyslexia and dyspraxia amongst others and will allow discussion on what these conditions mean for those experiencing them, but also what we can do to engage with and be more engaging for our neurodiverse customers/clients

On completion of this session delegates will have a better understanding of workplace Hazards and precautions put in place to control them.

Supervision, both in name and practice is subject to competing tensions – between the needs (for example) for support for individual supervisees and teams, the needs for organisations to provide overview, quality assurance and evidence of its ‘work’, and of course, the needs of service users and others for accountable and transparent process and planning. Supervisors themselves are likely to experience such tensions in terms of time (or lack of it), competing work and professional priorities, recording (what and where?!), as well as (at times) keenly feeling the ‘emotional labour and challenge’ of working in a field characterised by volatility, uncertainty, complexity and ambiguity. This half-day workshop considers issues around ‘authority’ and supervision; focusing in particular on areas which provoke intense anxiety, such as performance management, and ‘game playing’ in supervision and the importance of engaging in ‘difficult conversations’. Themes introduced include: working in a diverse environment, the nature and limits of supervisory ‘authority’; the parallels between supervision and practice; the importance of contract/agreement around supervision and the idea of ‘candour’ in work relationships.

In this session we will be exploring what intersectionality is, some of the key concepts and principles and what we can do to take an intersectional approach when working with people

The Assessed and Supported Year in Employment for social workers in England, is now well established and involves a holistic approach to assessment based on the Professional Capabilities Framework. These courses are designed to assist employers in developing supervisors to meet the ASYE requirements. The one day programme is for participants who have already completed an In-Trac core supervisory skills module, whereas the two day programme is a standalone course. The aim of both programmes is to support supervisors to use their supervisory skills in the holistic assessment of newly qualified social workers in their first year of employment.

This two-day conflict awareness training session helps participants to develop their insight into the reasons why we may encounter conflict in the workplace. In this session we share simple and effective strategies for creating and maintaining safe working practices and environments.

This one-day conflict awareness and verbal response training session helps participants to develop their insight into the reasons why we may encounter conflict in the workplace. In this De-escalation - A Proactive Approach to Conflict Training course we share simple and effective strategies for creating and maintaining safe working practices and environments.

This session is aimed at individuals who work in the community and is intended to provide the practical skills to disengage a potential attacker.

This session is aimed at individuals who work with, support or care for children, young people or adults and provides practical techniques to release and re-direct situations whereby we are grabbed or held.

Delegates attending this Court Skills for Adult Social Workers Training course are called upon to prepare statements and reports for use in court proceedings involving vulnerable adults and to, potentially, attend court to give oral evidence based upon those reports. The course will provide the necessary skills to enable delegates to produce concise, accurate and compelling written evidence and give guidance as to how to present that evidence to best effect in the courtroom. The second day of the course enables delegates to practise giving oral evidence in a formal setting and to be cross-examined by our experienced barrister-trainer.

This a two-day Court Familiarization and Evidence Giving Training course designed to provide social workers with insight into the legal system together with the skills and confidence to give effective and compelling evidence in court.

Our Advanced Statement Writing and Court Skills aims to deliver a good working knowledge about the inner-workings of a courtroom setting and prepare you to appear in a courtroom environment. You will identify issues (and include facts which support these issues), the source and weight of evidence while insulating written evidence against cross-examination. The course will explore the layout and formalities which take place within court as well as the use of exhibits/appendices/photos/plans/maps and using contemporaneous notes as the basis for statements/reports. You’ll learn how to deliver your statements clearly, getting your message across to your peers. The course will give you an opportunity to develop an objective, critical eye in relation to written evidence and the procedures and process of giving evidence, as well as preparing you to give your own evidence. It will inform you about the roles of the various people in court/tribunal and instill you with the confidence to take the oath or affirmation with certainty. In non-intimidating, realistic role-play, you will gain experience in being cross-examined: learning valuable skills about the techniques lawyers use in cross-examination and how to handle them; how to give clear, honest, impartial testimonies – receiving detailed feedback in order to properly prepare you for the real thing.

This programme aims to give practitioners the opportunity to examine and explore the nature of the exploitation of adults at risk of harm. It will consider the nature of that exploitation and how it can manifest in our communities and care settings in order to help practitioners to intervene in order to minimise either the risk, or experience of, abuse.

A 1 day BIA Legal update course

This Court of Protection Training course provides an overview of the workings and approach of the Court of Protection to family disputes, capacity issues, best interests and safeguarding.

The aim of this course is for the participants to be able to plan, prepare and conduct an interview with a victim and or witness, complying with the requirements and competences compatible with carrying out an interview and investigation.

Sweeping changes to the law and practice of the Court of Protection in 2007 radically overhauled this growing topic. Aside from looking at the law and procedure of powers of attorney you will also consider the Mental Capacity Act (MCA) 2005 more broadly. The course will look at the role of the Court of Protection and an overview of the forms required to appoint a deputy

This course has been designed to increase the theoretical knowledge of health and social care professionals on the up to date legal framework, code of practice and human rights that covers the patients’ capacity to make decisions, protection of their cognitive decision making process, and understanding the principles of proper care towards these vulnerable patients and clients.

Replacing the current Deprivation of Liberty Safeguards (DoLS), the Mental Capacity (Amendment) Act 2019 is expected to come into force from April 2023. The new system (expected to be referred to as the Liberty Protection Safeguards (LPS)) will cover care in a wider range of settings. NHS bodies, Local Authorities and Care Providers will all need to understand their new responsibilities and start preparing to implement the new system.

This Human Rights Training course will provide attendees with a comprehensive overview of the Human Rights legislation in the UK. Attendees will explore the background and current position of the Human Rights Act 1998 and the European Convention on Human Rights. Attendees will explore the difference between limited, qualified, and absolute rights. Attendees will also look at how Human Rights should be considered within social care practice, and, how issues with competing rights are addressed.

• Introduction, terminology, learning outcomes & benchmarking • An overview of the Mental Capacity Act with a focus on: 1. Mental Capacity assessments 2. Best Interest decisions • Identification of when a BIM needs to be convened • Identification of the ‘decision maker’ • Consideration of who needs to attend a BIM • Identification of the information required to make a BID • Consider how information needs to be analysed to arrive at a defensible BID • The BIM process • Case law which supports various elements of BID making (including wishes and feelings, rights vs risk, disagreements, etc) • When the Court of Protection needs to be engaged • Evidencing BID’s • Consider core BID chairing and making skills (defensible practice, section 5 defences, etc)

The role of the Appropriate Adult was created in the Police and Criminal Evidence Act (PACE) 1984 (updated 2019), with the intention of safeguarding the rights and welfare of young people and vulnerable adults in custody. When someone is arrested by the police and taken to a police station they have three basic rights; • The right to free and independent legal advice • The right to have someone informed of their arrest • The right to consult the Codes Of Practice (concerning police powers and procedures) Having identified a young person or a vulnerable adult, the custody officer has a duty to request the attendance of a responsible adult, ( known as an ‘Appropriate Adult’) .This role is different to that of a solicitor. An Appropriate Adult can be a family member, friend or a volunteer or social / health care professional. The training will provide the knowledge base required to fulfil the above role in an appropriate manner. It will instruct and update professionally qualified staff from health and social services (who work with adults with mental health problems or learning disabilities that make them vulnerable), on the subject of PACE and Appropriate Adult work

This programme is a full comprehensive day covering the key principles and duties of the Care Act 2014, in relation to assessment, eligibility and care and support planning. The training is tailored accordingly to accommodate a mixed group of staff, including social workers, social care officers/support workers, occupational therapists and students. The training is supported by a comprehensive workbook comprising all slides, many with additional notes, plus case studies and a list of suggested Strengths Based Questions. The course will cover the person with care and support needs and carers equally throughout the day. The programme begins by looking at the background of the Care Act - a consolidation Act and covers the key philosophy and spirit of the Act including the emphasis on maximising choice and control harnessing the existing strengths within a person’s life and focusing throughout on what is important to that person. It continues with coverage of the core principles of wellbeing, the strengths based approach and personal outcomes, the key duties of Prevention, Information and Advice and Advocacy and Assessment, an emphasis on Think Family and how involvement can be maximised. Exercises include two quizzes, one on assessment, the other on eligibility and a case study to test out a range of strengths based questions and to reinforce the importance of identifying the person/carer’s personal outcomes. The eligibility section covers the 3 stage test for eligibility, focusing on significant impact. It includes unpicking some of the eligibility outcomes, working through specific and recent Ombudsmen cases and considering what questions need to be addressed. This section concludes with the importance of accurate recording, professional opinion and providing evidence. The remainder of the afternoon session will cover the essential components of the Care and Support Plan and include a quiz, refining the personal outcomes, clarifying what the Indicative Personal Budget is and the suggested conversation around it, understanding support options and the range of ways a Personal Budget can be taken, including how Direct Payments can be used, the three key principles (transparency, sufficiency and timeliness), Public Law Principles and adopting creative solutions through completing the case study from the morning session

This 1.5 training day Care Act Refresher Training for practitioners will cover a refresher on the key aspects and principles of the Care Act, including involving the person as much as possible during the process which highlights a number of key duties. It will look at the link between the Act and how this is translated into effective practice and explores a range of aspects in relation to good assessment and good care and support planning. The course will consider what different types of information can be used in evidence, the factors to take into account when formulating a professional opinion and examine defensible decision making. Linked to this will be a session on what constitutes ethical and effective recording. The training will finish with looking at handling difficult conversations and promoting self-resilience. The sessions are highly participative with delegates working in small groups on a range of case studies, exercises and quizzes. The programme for managers will have the same overall programme but will focus on how they can ensure their respective team members meet the objectives and consistently achieve legal compliance and high standards of practice.

When it comes to safeguarding adults and minimising the risk of abuse and neglect, there are a number of important responsibilities involved for those who may encounter vulnerable adults within their role. Our safeguarding adults level 2 training addresses these responsibilities and gives learners a deeper understanding of key safeguarding topics enabling them to apply the knowledge to their workplace. It introduces safeguarding as a topic, covering jargon, multi-agency working and best practice, as well as explaining how to identify the signs and symptoms of abuse, what to do if someone discloses information, and what you should do if you suspect a vulnerable adult is being abused.

Modern Slavery & Human Trafficking Course Outline The International Labour Organisation suggests there are more than 40 million people in modern slavery across the world, with nearly 25 million in forced labour; in addition to forced labour, modern slavery encompasses human trafficking, slavery, and servitude. In human trafficking cases, exploitation can take many forms, including sexual exploitation, forced labour, slavery, servitude and forced criminality. This is a serious concern when related to children who are being exploited as part of County lines. This course will provide an overview of the “Modern Slavery Statutory Guidance for England and Wales” Jan 2021 and include how to identify and recognise indicators of modern slavery, exploitation, and abuse. The training has been developed to support Local Authorities who have a statutory duty to identify and refer cases of Human Trafficking and Modern Slavery as part of the National Referral Mechanism. First responders and other organisations need to understand the signs of modern-day slavery and be able to recognise indicators of abuse and exploitation which can include physical, psychological, situational, and environmental. This is particularly evident when considering child sexual exploitation, child criminal exploitation and County lines. It can be challenging to identify potential victims of modern slavery who may be reluctant to come forward or may not recognise themselves as having been trafficked or enslaved. There are likely to be barriers that prevent victims from disclosing or engaging with services. It is a disturbing truth that perpetrators and organised criminal gangs use coercive, controlling, and abusive means to dominate and abuse both adults and children.

This course will equip individuals working with people experiencing drug misuse issues, with an increased knowledge of current trends of drug and alcohol use and the most commonly used drugs and their physical and psychological effects. There will be a significant focus on New Psychoactive Substances, formerly known as Legal Highs, in terms of their effects, legality etc.

This course will equip individuals working with people experiencing drug misuse issues, with an increased knowledge of current trends of drug and alcohol use and the most commonly used drugs and their physical and psychological effects. There will be a significant focus on New Psychoactive Substances, formerly known as Legal Highs, in terms of their effects, legality etc.

The misuse of alcohol and drugs is a significant problem that affects not only individuals and families, but also the workplace. This course will help employers and organizations across different sectors to develop good practice in all aspects of alcohol and drug related issues.

The course provides a solid understanding of how to manage Enquiry Officers and their duties and responsibilities as outlined in the Care Act 2014

The purpose of this course is to provide professionals working with vulnerable adults with a basic awareness of financial abuse and how it occurs. It focuses on the prevalence of financial abuse and what options are available to investigate and safeguard the assets of vulnerable adults in line with Safeguarding Adult Procedures

This course is designed to equip participants with the knowledge and skills to be able to effectively chair multi agency meetings involved in the protection of vulnerable adults

Self-Neglect is an extreme lack of self-care, and it is often associated with hoarding – which in turn is a form of OCD (Obsessive Compulsive Disorder. All of these may be a result of other issues such as addictions. Practitioners in the community, from housing officers to social workers, police and health professionals can find working with people who self-neglect extremely challenging. This course discusses each disorder in detail and equips the delegate with skills to be able to understand each.

This Safeguarding Adults for the Frontline Workforce training course is designed for those who work in a social or health care environment. It is designed to provide the essential knowledge and understanding of responsibilities to staff at all levels with regards to Safeguarding.

The course provides an understanding of the Enquiry Officer role, statutory duties and responsibilities in line with the Care Act2014 and requirements of Multi-Agency Safeguarding Policy and Procedures.

Safeguarding means protecting people’s health, wellbeing and human rights, and enabling them to live free from harm, abuse and neglect. It also means making sure people are supported to get proper access to health. Safeguarding adults at risk is fundamental to high-quality health and social care services. This Safeguarding Adults Level 3 training course enables professionals to be fully competent in safeguarding adults.

Motivational Interviewing has its origins in the alcohol field in the 1980’s and is one of the best validated and widely used of all psychosocial interventions for alcohol use problems (Miller & Rose, 2009). Dr William Miller observed practice where people accessing treatment and support were often subject to authoritarian and confrontational approaches which resulted in people feeling let down by treatment. Consequently, he developed MI alongside Stephen Rollnick. MI uses a conversational approach which works with people’s motivations to grow and change. The MI practitioner on this 2-day Motivational Interviewing Training course is trained to use a guiding style to empower the service user to consider both their internal motivations for change and grow as well as the impact of external factors (family, friends, society and media). The service user benefits from this approach through being placed in control of their decision making as the expert of their situation. There is a strong focus on the practitioner and service user working in partnership in moving towards change and growth.

This day aims to give staff in receipt of 1:1 supervision in social care an opportunity to understand the key elements of effective supervision, and how they can work with their supervisors in order to maximise its effectiveness. There are a range of models of supporting reflective practice and reflective learning. Critical reflection is seen as a fundamental element of professional practice and the linchpin of sound professional judgment and decision making. A combination of learning methods will be used throughout the day, including lecture, workshop and group work. Interactive and experiential methods, in the form of case studies and reflection dilemmas will be used, to inform participant learning and support application to practice. This course will include looking at the supervision policy and exploring how to use supervision effectively.

This one day course explores the meaning of emotional resilience and how practitioners can develop their own emotional literacy in order to increase resilience and be more effective in their practice.

For new & existing managers to develop reflective supervision practice & make reflective conversations part of the culture of support for team members.

The aim of the course is to provide participants with an opportunity to develop their understanding of men who abuse women. To consider appropriate assessment of risk and how appropriate intervention can be used to plan appropriate child focused responses. The course will be underpinned by appropriate current research, theory and knowledge drawn from Service User reports, Serious Case reviews, Inspections and Government Inquiries.

This two-day course will provide participants with the opportunity to develop their skills and knowledge when working with adults who have learning disabilities. Through a blended learning approach including seminar sessions, group work and case studies and examples participants will explore the key themes and areas in order to increase their confidence in this field of work. This course will equip participants with the knowledge and skills, to work effectively and confidently with Adults who have learning disabilities.

This course will enable delegates to work and engage with parents/carers who have any sort of learning disability. Empowering Social Workers to have the confidence to identify and complete assessments with adults with learning disabilities, enabling them to effectively assess parenting capacity and recognise when specialist intervention is required.

This is a one day course is for anyone who works with children or adults who exhibit autistic behaviours. Many children and adults with autistic spectrum disorders experience diminished or heightened sensitivity to sensory stimuli. This course explores the main sensory processes and the impact on the individual if they are functioning usually. This knowledge can then be applied in designing an assessment which can produce an individual Sensory Profile for each child or adult and how to integrate the results of this assessment into the person’s everyday life to improve communication, socialisation and participation, hopefully making life less stressful and more enjoyable. It will also demonstrate how the assessment results can be used to plan environments, teaching strategies and communication plans for each individual.

This one day course builds on knowledge and skills gained on level one and will enable participants to develop a more detailed understanding of the communicative and environmental strategies that are known to help autistic children and adults make sense of the world.

This is a one day course for staff to provide day to day support and care to people on the autistic spectrum and to provide an opportunity to build on your existing knowledge of Autistic Spectrum Disorder and to use this knowledge to identify practical strategies that can be used when supporting individuals with Autistic Spectrum Disorder.

This one day training workshop aims to offer staff in receipt of 1:1 supervision an opportunity to understand the key elements of effective supervision so they can work with their supervisors in order to maximise its effectiveness

This four day programme is usually delivered as the two day core programme, plus an additional two days approximately one month later. There will be an expectation that participants complete tasks in the intervening period, thus enabling learning to be put into practice. This course may be supplemented by an observation of supervision practice afters day two and day four. his course aims to provide participants with the skills required to deliver effective supervision with a focus on complex practice dynamics and methods and tools for developing and improving performance. Link to PCF domain 7 & 9 Learning Outcomes

Recording a style of supervision which moves beyond a focus on task completion can be a challenge and for example, within Children’s Services, Ofsted inspections in a number of Local Authorities have commented that reflection and analysis are insufficiently evidenced within the supervision records. In-Trac believes that good recording is an important element of good practice as it provides the opportunity for the supervisee and supervisor to reflect on, summarise and agree the key elements of their discussions as well as providing a permanent record of the reasons underlining decisions which is available to others. We have been working with a number of organisations to create formats that support the recording of reflective supervision and have developed this one day workshop to develop the skills of supervisors in this task. The aim of the day is therefore to explore best practice in recording supervision with a focus on the effective recording of case discussions in the child’s records. It is an interactive participative day focusing on the practical skills involved. It is assumed that participants will have attended previous In-Trac training equipping them with the skills required to deliver reflective supervision

We offer 1:1 and Group Safeguarding Supervision sessions facilitated by trained Supervisors

We offer tailored 1:1 Direct Safeguarding Supervision Training sessions facilitated by trained supervisors for individual and group needs.

This two day Developing Effective Supervision Training programme (with the option of a third follow up day) aims to focus on the core knowledge and skills needed by supervisors working within a variety of settings in health and social care. For social work supervisors the content of the course is consistent with the approach to supervision set out within the employers standards.