Test Accordion

This course empowers attendees with a strong understanding around: How does addiction develop? What can we do to treat it? What can we do to prevent it?

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This course empowers attendees with a strong understanding around: How does addiction develop? What can we do to treat it? What can we do to prevent it?

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This course gives the knowledge and skills to support young people to work through their trauma and thus avoid some of the long-term negative neurological, developmental and psychological consequences.

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This course gives the knowledge and skills to support young people to work through their trauma and thus avoid some of the long-term negative neurological, developmental and psychological consequences.

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This course aims to support carers and their families develop awareness of how and why bullying happens and offer techniques to support both the victim and the perpetrator.

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This course aims to support carers and their families develop awareness of how and why bullying happens and offer techniques to support both the victim and the perpetrator.

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Positive attachment provides the infant’s first coping system, which becomes a foundation for all the others. Healthy attachment nurtures the child’s ability to eventually separate from the caregiver and survive independently.

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Positive attachment provides the infant’s first coping system, which becomes a foundation for all the others. Healthy attachment nurtures the child’s ability to eventually separate from the caregiver and survive independently.

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This course gives the knowledge and skills to support young people to work through their trauma and thus avoid some of the long-term negative neurological, developmental and psychological consequences.

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This course gives the knowledge and skills to support young people to work through their trauma and thus avoid some of the long-term negative neurological, developmental and psychological consequences.

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The training also explores how to support young people with their gender identity, processes for transitioning and overcoming some of the barriers to acceptance and challenging Transphobia in communities.

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The training also explores how to support young people with their gender identity, processes for transitioning and overcoming some of the barriers to acceptance and challenging Transphobia in communities.

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Learning Outcomes for train the trainer course: . Identify different learning styles . Plan and deliver a training course . Understand the appropriate use of presentation resources . Write training aims and objectives in line with good practice . Apply theories of group dynamics to training design and delivery . Design innovative training materials . Recognise and use a variety of presentation styles and methods . Become more confident in presenting and delivering information . Each participant will deliver a micro teach to the group and receive constructive feedback

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Learning Outcomes for train the trainer course: . Identify different learning styles . Plan and deliver a training course . Understand the appropriate use of presentation resources . Write training aims and objectives in line with good practice . Apply theories of group dynamics to training design and delivery . Design innovative training materials . Recognise and use a variety of presentation styles and methods . Become more confident in presenting and delivering information . Each participant will deliver a micro teach to the group and receive constructive feedback

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Skills in Therapeutic Care are needed for carers to support their children through the stages of recovery from trauma. You can read more about this HERE,

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Skills in Therapeutic Care are needed for carers to support their children through the stages of recovery from trauma. You can read more about this HERE,

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This course empowers foster carers with a greater understanding and acceptance of young people in their care who may identify as lesbian, gay, bisexual or transgender.

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This course empowers foster carers with a greater understanding and acceptance of young people in their care who may identify as lesbian, gay, bisexual or transgender.

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This training is aimed specifically at supporting carers to facilitate effective learning support within the home.

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This training is aimed specifically at supporting carers to facilitate effective learning support within the home.

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Learning Outcomes: Understand the term ‘Autistic Spectrum Disorder (Condition)’ Have more of an awareness of the challenges associated with the ASD and the triad of impairments Effectively understand the ASD perspective Have a better understanding of triggers and behaviours “Think and speak autistic” (Lawson)

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Learning Outcomes: Understand the term ‘Autistic Spectrum Disorder (Condition)’ Have more of an awareness of the challenges associated with the ASD and the triad of impairments Effectively understand the ASD perspective Have a better understanding of triggers and behaviours “Think and speak autistic” (Lawson)

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This course ensures that participants can: Understand the philosophy behind solution-focused interventions. Consider some of the innovations brought in with solution-focused brief interventions. Know when solution focused approaches are the most appropriate strategies to use. Demonstrate using solution-focused conversations for supporting individuals. Consider how solution-focused conversations can move people towards recovery.

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This course ensures that participants can: Understand the philosophy behind solution-focused interventions. Consider some of the innovations brought in with solution-focused brief interventions. Know when solution focused approaches are the most appropriate strategies to use. Demonstrate using solution-focused conversations for supporting individuals. Consider how solution-focused conversations can move people towards recovery.

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This course gives parents and carers the tools to both protect and educate the children in their care.

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This course gives parents and carers the tools to both protect and educate the children in their care.

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Learning Outcomes of Sexualised Behaviours Course Recognise Signs and Symptoms indicating that a child or young person may have been sexually abused Understand how abuse impacts on development Understand usual sexual development How to respond to children and young people that tell or talk about sexual abuse Identify strategies to care for children that have or may have been sexually abused Consider possible risks both to the young person and wider community Understand why some children display harmful sexualised behaviours and how to manage it

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Learning Outcomes of Sexualised Behaviours Course Recognise Signs and Symptoms indicating that a child or young person may have been sexually abused Understand how abuse impacts on development Understand usual sexual development How to respond to children and young people that tell or talk about sexual abuse Identify strategies to care for children that have or may have been sexually abused Consider possible risks both to the young person and wider community Understand why some children display harmful sexualised behaviours and how to manage it

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In September 2014 the Children and Families Act 2014 came into force. A new SEND Code of Practice covers children and young people with special educational needs and/or disabilities from birth to age 25. This has particular relevance to looked after children in terms of responsibilities of care agencies and foster families.

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The course is suitable for anyone working with young people. It covers the stereotypes, myths and reality of self-harm, drawing upon young people’s actual experiences.

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The course is suitable for anyone working with young people. It covers the stereotypes, myths and reality of self-harm, drawing upon young people’s actual experiences.

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A secure base is at the heart of any successful caregiving environment and is an essential agency model of caregiving that is based on theories of attachment and resilience.

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A secure base is at the heart of any successful caregiving environment and is an essential agency model of caregiving that is based on theories of attachment and resilience.

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This course will look at why it is important to think about Safe Care in relation to foster carers, their families and wider networks, ensuring children and young people in care are safe in a family environment.

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This course will look at why it is important to think about Safe Care in relation to foster carers, their families and wider networks, ensuring children and young people in care are safe in a family environment.

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This course is mandatory for all foster carers and those working with under 18’s. In order to keep children, safe key adults need to be able to recognise signs and symptoms of abuse and neglect. It is also vital that the reporting and recording process is fully understood.

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This course is mandatory for all foster carers and those working with under 18’s. In order to keep children, safe key adults need to be able to recognise signs and symptoms of abuse and neglect. It is also vital that the reporting and recording process is fully understood.

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The primary learning objectives of the course are as follows: Be able to describe what advocacy is and why it’s important Have identified the key principles of advocacy and understand why independence is important Understand the role of the police when young people are arrested Understand the role of the Appropriate Adult when called to the police station Understand Redbridge YOS/police Appropriate Adult protocol

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The primary learning objectives of the course are as follows: Be able to describe what advocacy is and why it’s important Have identified the key principles of advocacy and understand why independence is important Understand the role of the police when young people are arrested Understand the role of the Appropriate Adult when called to the police station Understand Redbridge YOS/police Appropriate Adult protocol

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Learning Objectives: – Define what is meant by ‘reflective practice.’ – Recognise the critical drivers for reflective practice on individual, team, professional and organisational levels – Identify the underlying principles and tools for personal and group reflective practice – Overcoming barriers to Reflective Practice – Apply reflective practice tools to work-based problems – Create an own action plan for implementing reflective practice in your work

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