19 Behaviour Change courses delivered Live Online

Join Dr. Louise Schofield and Bronwyn Hudson from PREKURE in an insightful webinar as they delve into the transformative world of the coach approach to mental health. This session will explore the essence of the coach approach, shedding light on its significance in fostering mental fitness and supporting clients to thrive. The webinar will cover an introduction to mental health first aid for coaches, a toolkit of lifestyle strategies that can be seamlessly integrated into mental health coaching practices and a brief introduction to the powerful tools and techniques rooted in acceptance and commitment therapy. Participants will gain valuable insights into how these tools can be employed to facilitate positive change and promote mental fitness for clients. By the end of the session, attendees will be equipped with actionable tools that they can immediately apply in their own lives and seamlessly incorporate into their coaching practices. Don't miss this opportunity to elevate your understanding of the coach approach to mental health and enhance your ability to support the well-being of yourself and others. Learning Insights/Outcomes: * Define the coach approach to mental health. * Explain how you can work with clients to foster mental fitness. * List the tools and techniques in a mental health coaching toolbox. This webinar would be suitable for coaches interested in incorporating mental health tools into their coaching and learning about the “coach approach” to mental health. ABOUT THE HOSTS Dr Louise Schofield (PhD) – Louise Schofield is the co-founder and CEO of PREKURE [https://prekure.com/], a purpose driven health education and training provider that exists to inspire the medical profession to become more focused on disease prevention. With a PhD in behaviour change, Louise is a successful entrepreneur. Prior to establishing PREKURE she spent 15 years leading businesses in the corporate wellbeing industry and developing behaviour change programs to achieve positive wellbeing outcomes. Louise’s mission is to inspire a change in medicine to be more preventative in focus. She is passionate about eliminating the over-prescribing of medication that offers little or no benefit, poor nutritional advice and programs which don’t work, and for the medical community to embrace a preventative, lifestyle medicine approach. Bronwyn Hudson – Bronwyn holds a Master's degree in Personalised Nutrition and is a PREKURE Certified Mental Health Coach. Bronwyn works in private clinical practice where she uses a whole-person, lifestyle medicine approach to coaching and supporting clients to connect the dots between food and mood, so they can experience more calm and connection with themselves and others. She can also be found delivering keynote presentations and workshops to corporate clients and organisations.

Click to read more about this training, in which we demonstrate a live problem solving approach which is based on the active participation of family members. COURSE CATEGORY Inclusion Parents and Carers Behaviour and relationships Problem Solving DESCRIPTION In this training we demonstrate a live problem solving approach which is based on the active participation of family members. ‘Family Circles’ is an evolving new approach to problem solving with families and is based on our years of family work and the development and use of the Circle of Adults [https://inclusive-solutions.com/product/circle-of-adults-live-demo/] process. Inspired by our own Parent Solutions work and the Circle of Adults [https://inclusive-solutions.com/product/circle-of-adults-live-demo/] process as well as Family Group Conferencing and other Restorative Interventions we bring you Family Circles. Essentially the approach involves gathering a family together for a process that is facilitated but majors on the family members offering each other their wisdom and ideas. The approach is capacity focused, person centred approach to working with families rather than the dominant deficit oriented and ‘medical model’ of viewing and planning for or doing things to families. This training can be modelled with a group of professionals or better still with a family. In our work with families we develop the importance of naming stories or theories and seeking linkages and synthesis between what is found out and explored about the family situation and its history. We like participants to sit with the uncertainty, to reflect on the question ‘why’ but without judgement of each other. Deeper reflections may span a whole range of perspectives from ‘within person’ considerations, to situational or systemic possibilities. Health or emotional issues can be reflected on alongside organisational or transactional aspects of what is going on for the family. The better the shared understanding the better the strategy or actions which emerge from these meetings. Quality hypotheses with a close fit to reality lead to more effective implementation in the real world. We encourage ‘loose’ thinking, a search for connections, deeper listening, an ‘open mind’, speculation and exploration without moral judgements. From this stance self-reflection as well as reflection on the situation can produce remarkable insights. The quality of theories or new stories generated is directly influenced by family members’ experiences and the models of learning, behaviour and emotion, systems, educational development, change and so on that they have been exposed to.  LEARNING OBJECTIVES To provide opportunities for: * Shared problem solving in a safe exploratory climate in which the family will find its own solutions. * Individuals to reflect on their own actions and strategies * An exploration of whole-family processes and their impact * Emotional support and shared understandings of issues at a child, parent, family, school and community level. * Feed back to each other on issues, ideas and strategies that are agreed to be worth sharing with them. WHO IS IT FOR? * Anyone interested in working with families in a way that builds and makes use of their capacities rather than focus on their challenges and difficulties. * Social Care teams * School staff * Community organisers * Educational Psychologists COURSE CONTENT * True family empowerment * Deepening shared stories and understandings * Facilitating groups * Problem solving process * Handling family group communication * Allowing direct feedback and challenge between participants in a safe way * Building relationships Process: 1. Family members are welcomed: Introductions are carried out, ground rules and aims clarified whilst coffee is drunk. 2. A recap from the last session is carried out: To follow up developments and reflections after the last meeting. 3. One issue is selected for the main focus 4. Issue presentation: The family member who raised the concern is asked questions to tell the ‘story’ of the issue or problem. 5. Additional questions/information from the group about the problem are gathered: 6. Ground rules may need to be observed carefully here. Individual participants need to be kept focused and prevented from leaping to premature conclusions or to making ‘helpful’ suggestions about strategy.       7. Relationship aspects to the problem are explored. Metaphors and analogies are invited. How would a fly on the wall see your relationship? If you were alone together on a desert island, what would it be like? 8. Impact of previous relationships/spillage from one relationship to another are explored. Eg what situation they are reminded of? For instance, does this situation remind you of any of those angry but helpless feelings you had with your other son when he was an adolescent? This provides opportunities to reflect on how emotions rub off on other people. The parent feels really frustrated, and on reflection we can see that so does the child 9. System/Organisation factors (Family system/school and community systems and so on): What aspects help or hinder the problem? For instance, does the pastoral system of the local school provide space, or time and skilled personnel able to counsel this young person and work actively with their parents? 10. Synthesis. At this stage the Graphic facilitator summarises what they have heard. They then go on to describe linkages and patterns in what they have heard. This can be very powerful. The person doing the graphic work has been able to listen throughout the presentation process and will have been struck by strong messages, emotions and images as they have arisen. The story and meaning of what is happening in the situation may become a little clearer at this point. Typical links may be ‘mirrored emotions’ strong themes such as loss and separation issues, or repeated processes such as actions triggering rejection. This step provides an excellent grounding for the next process of deepening understanding. 11. What understandings/hypotheses/new stories can we draw out from the above? Developing hypotheses has a scientific background and psychologists have long found this a useful process when thinking about behaviour and emotions. In George Kelly’s words “All behaviour is an experiment” .Staying with uncertainty and not falling into the trap of jumping prematurely onto solutions is definitely valuable in our experience. The better the understanding the ‘better fit’ will be the action and strategies that emerge at the next stage of the meeting. Also this process allows for self reflection and exploration at the level of emotion and actions. The group at this stage has an opportunity to ask ‘why’, a time for deeper reflection. Hypotheses sometimes referred to as ‘theories’ or simply ‘understandings’ can range from reflections as to what a child or teacher is feeling inside, through family dynamics, to aspects of the system or situation that are maintaining or impacting upon the problem situation. The richer and the more varied the theories generated the sounder the likely grasp on the situation. Theories are influenced by family members’ reading, studies and experiences which will include models of behaviour, change and development. The richer and more diverse these are in the family’s experience the more powerful the impact on behaviour and relationships. Theories might include one family member’s need for love and attention, the impact of the loss of their father, perceived rejection from their mother, the influence of the peer group, lack of support at school, physical abuse two years ago and so forth.                   12. What alternative strategies/interventions are open to be used? Brainstormed and recorded. ’Either/ors’ need to be avoided at this time also. This needs to be a shared session in which the family member who is presenting the concern contributes as much as anyone. Care is needed to ensure that this person is not overloaded with other people’s strategies. 13. The final selection of strategy or strategies from the brainstormed list is the problem presenter’s choice.       Strategies might include: a special time for the young person, a meeting with the child’s parents to explore how she is being managed at home and to share tactics, a home-school diary, counselling, or an agreed action plan that all are aware of, agreed sanctions and rewards and so forth. Strategies may productively involve processes of restitution and restoration, when ‘sorry’ is not enough. Making it right, rather than punishments or rewards, may then becomes the focus.  14. First Steps. The problem presenter is finally asked to agree one or two first steps which they can carry out over the next 3-7 days. It can help to assign a ‘coach’ who will check in with them to ensure they have carried out the action they have named. This is a time to be very specific. Steps should be small and achievable. The person is just ‘making a start’. A phone call, or making an agreement with a key other person not present at the meeting would be ideal examples. 15. Final reflections. Sometimes referred to as a ‘round of words’ help with closure for all involved. Reflections are on the process not the problem. In large families this is best done standing in a circle. In smaller groups all can remain sitting. Passing around a ‘listening stick’ or something similar such as a stone or light heighten the significance of the process ending and improve listening. 16. Finally the problem presenter is handed the ‘Graphic’ this is their record of the meeting and can be rolled and presented ceremoniously by the facilitators for maximum effect! If you liked this course you may well like: Parent Solutions [https://inclusive-solutions.com/parents/]

Design for persuasion is a powerful approach that is too often overlooked. Learn the principles that are critical in designing both engaging and usable experiences.

Frontline+ Training Programmes for GP Healthcare Operational Staff… Our Frontline+ Programmes are designed for operational staff that deal directly with patients, for example - Reception / Patient Co-ordinators / Care Navigators / Admin

A TRAUMA INFORMED APPROACH TO WORKPLACE BULLYING CASES Using a trauma informed approach to workplace bullying & harassment cases reduces the risks of adding another layer of injury. We look at how workplace trauma develops, and how it is different from other traumas, and what that means in terms of being able to present the facts in an investigation.

WORKPLACE BULLYING PREVENTION WORKSHOP Explore the indicators and impact of workplace bullying at an organisational level. Consider strategies and actions that can be taken to improve conduct and culture.

Discover effective new ways to: find out what the problem is, communicate with reluctant teens, discover their hidden strengths, promote positive behaviour change, improve their mental health – and much more… -------------------------------------------------------------------------------- * Accredited CPD Certificate: 6 hours * Length: 1 day (9.15am - 4.00pm GMT) -------------------------------------------------------------------------------- > The best live online I have attended so far and I’ve done eight! Everything > was relevant – completely spot on > > TEACHER / TUTOR    Live Online – Join Richard Brook on Tuesday 19th March for this live online training event via Zoom. Simply book your place and we will email you details of how to join the Zoom workshop the day before. BONUS RECORDING – the training is recorded, in case anyone experiences technical difficulties on the day, so you will also get a recording for a limited time afterwards to maximise your learning. WHY TAKE THIS COURSE This live online training event gives you the essential knowledge, tips and practical skills you need to help troubled teenagers unlock their potential and begin to build lives for themselves that work well. Tutor Richard Brook has a wealth of hands-on practical experience in adolescent mental health and social work which he draws on throughout the day – you will have plenty of time to ask questions and discuss how you can implement the skills and techniques in your own work or with the teens you care for.   The programme is varied and intensive, yet lively with a strong focus on gaining skills. It clarifies what healthy teenage development looks like, why things can go wrong and the best ways to help young people overcome obstacles and begin to create lives for themselves that work well. Richard also shows how, by working with the ‘givens’ of human nature, and ensuring that sound knowledge of how people really function is applied intelligently to teenagers, you can speed up progress, reduce anti-social behaviour and teen depression, and bring young people real benefits. At the end of the day you will find yourself more empowered to respond effectively to each individual’s needs and temperament, whilst avoiding yourself the emotional pitfalls of working in stressful situations. > Such a realistic and logical approach – it's given me lots of ideas for > working with a variety of people, not just teenagers! > > PROBATION OFFICER WHAT WILL YOU LEARN * An increased understanding of what drives most problematic behaviour, including anti-social behaviour * Essential knowledge and skills to deliver effective interventions to young people, both individually and in groups * A deeper understanding of the causes of adolescent mental health problems * Simple yet effective techniques for engaging uncommunicative young people, building rapport and promoting behavioural changes * Constructive ways to help prevent teenage depression, anxiety and stress * Four vital guiding principles that ensure your work with young people is relevant and effective * Ways to motivate young people and help them set achievable goals * How to discover and build upon a young person’s strengths and engage them in practical problem-solving * Knowledge of how the insights from the human givens approach can dramatically improve interventions and their outcomes * The opportunity to discuss how you could implement these in your own work with a highly knowledgeable tutor who has years of hands-on experience Also covered: * The common misconceptions about adolescence * What healthy teenage development looks like – this may bring you some surprises! * A clear and logical foundation upon which to structure creative and effective interventions * Ways to respond effectively to each individual’s needs, temperament and learning style * How to avoid the emotional pitfalls of working in stressful situations * An expanded repertoire of skills and a refined understanding of what works and – most importantly – why -------------------------------------------------------------------------------- COURSE PROGRAMME The ‘How to help troubled and troublesome teenagers’ course starts at 9.15am and runs until 4.00pm. * 9.15am Join the Zoom meeting * 9.30am What’s the trouble? * 11.00am Comfort break and discussion * 11.30am How to communicate with teenagers * 1.00pm Lunch break * 1.45pm Practical problem solving * 2.45pm Comfort break and discussion * 3.00pm How to help them create a life that works well * 4.00pm Day ends -------------------------------------------------------------------------------- This course has been independently accredited by the internationally recognised CPD Standards Office for 6 hours of CPD training. On completion of this training you’ll receive CPD certificates from the College and the CPD Standards Office [https://directory.cpdstandards.com/providers/human-givens-college/].

WORKPLACE BULLYING PREVENTION WORKSHOP Explore the indicators and impact of workplace bullying at an organisational level. Consider strategies and actions that can be taken to improve conduct and culture.

Running a successful project requires skills in planning, budgeting, tracking deliverables and stakeholder management. An area that can be neglected by project managers is the 'people side' - not the project team themselves but the end-users, those who will be affected by the project. Too often there is a single line at the end of the project plan that says 'Comms and Training'. If people are going to have to work differently and learn some new processes, then there is work to be done by the project team to help them through the emotional side of the change. This session explores why it's important to bring people along when a change is being made. It will provide project teams with the skills and knowledge either to manage the people change plan themselves or to secure the right resources for their project. * Understand the importance of the 'people side' of change * 8 'Golden Rules' of change management - overview * How to create a simple but effective change plan * Adoption * Benefits of good change management 1 INTRODUCTION * Objectives and agenda * People and projects - why is it important? * The Change Curve - the emotional side of change 2 8 'GOLDEN RULES' OF CHANGE MANAGEMENT - INCLUDING... * Role of the sponsor * Communication * Resistance to change 3 CHANGE PLAN * Elements of a change plan * Change impact assessment * Alignment with the project plan 4 ADOPTION * Who owns the change? * The vital role of the manager * Feedback and action loops 5 BENEFITS * Estimating the costs / benefits 6 NEXT STEPS * Summary of key learning points * Reflection on next steps 7 CLOSE