47 Behaviour Change courses

In this course we explore Mental Health and address how such needs can be met in mainstream classrooms. COURSE CATEGORY Behaviour and Relationships Meeting Emotional Needs DESCRIPTION This is our lead workshop/training day on understanding mental health, behaviour and relationship work in schools other settings and is both a values primer and a practical guide to successful innovative strategies for improving behaviour and strengthening relationships for challenging children and young people of all ages. Not just another day on ‘Behaviour Management’ – Our Mental Health Day goes well beyond a rewards and sanctions approach to ‘behaviour’. We will be focused on those young people for whom rewards and punishments do not always work and who confuse the adults who work with them. We aim to take a relationships-based approach and to give those attending an opportunity to think more deeply about why young people do the things they do and what our part as adults is in creating, sustaining and changing these behaviours. The day gives those present opportunities to reflect on their attitudes and practice in relation to children’s behaviour and relationship building.   If your usual approaches to managing tackling mental health needs aren’t working with particular individuals then take a tour through this range of cutting edge strategies for bringing about positive behaviour change, and for meeting challenging emotional needs  LEARNING OBJECTIVES 1. reinforce and affirm good practice  2. re-energise, stimulate and challenge thinking about inclusion of challenging pupils and children  3. increased understanding of mental health 4. increased confidence in managing challenging pupils in mainstream schools  5. access to a wider range of practical strategies to impact on behaviour problems  6. opportunity to reflect on professional attitudes and behaviour towards mental health in families and pupils WHO IS IT FOR ?  Anyone concerned with understanding and meeting emotional and mental health needs  COURSE CONTENT * Circle of Courage – belonging-achievement-generosity – independence  – model for understanding mental health  * Compass of Anxiety – understanding and going deeper   * Active listening – Listening to the person underneath the behaviour  * Involving other children and young people in solutions and interventions - Circles of friends: peer support, counselling and mediation  * Team Problem Solving – Solution Circles: a 30 minute group problem solving process to get Teams ‘unstuck’ and to generate positive first action steps  * Restorative justice and restitution: principles and practice of this approach to repairing harm and restoring relationships without reliance on punishment  * Understanding the effects of Separation, Loss, Trauma and Neglect on children’s learning and relationships in school and what adults can do to reach and support these children 

The package includes the following: * Enhancing communication in relationships with IBCT * Building acceptance and tolerance in couples therapy * Promoting positive behaviour change in partnerships * Managing conflicts through Integrative Behavioural Therapy * Deepening emotional intimacy in relationships * Trust-building techniques in couples therapy * Overcoming recurrent patterns in relationships * Foster harmony and connection with IBCT * Transformative couples therapy program * Invest in the future of your relationship today and experience the power of Integrative * Behavioural Couples Therapy. Our compassionate therapists are dedicated to guiding you and your partner towards lasting harmony and connection. Take the first step towards transformative change by scheduling a session with us now. * 3 sessions x 1 hour https://relationshipsmdd.com/product/integrative-behavioural-couples-therapy-package/ [https://relationshipsmdd.com/product/integrative-behavioural-couples-therapy-package/]

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 AWARENESS WORKSHOP Promote positive behaviours and protect your workers from the harm of workplace bullying

Peer mediation is an approach to impacting on conflict resolution and bullying in primary and secondary schools by training pupils to be mediators or  ‘counsellors’. This well proven, highly effective method of impacting on school based bullying is still viewed by some as radical. In this workshop participants are introduced to the key components of successful schemes. Our trainers have first hand experience of setting up school based schemes and sustaining these over time. > Peer Mediation Training Guide > [https://inclusive-solutions.com/product/peer-mediation-training-guide/] Online Course now available via Teachable Platform [https://inclusive-solutions-school.teachable.com/courses] – Peer Mediation [https://inclusive-solutions-school.teachable.com/p/peer-mediation/] Learn at your own pace… lots of text and video support https://inclusive-solutions-school.teachable.com/p/peer-mediation/ COURSE CATEGORY Peer Support DESCRIPTION Peer mediation or peer counselling is an approach to impacting on bullying in primary and secondary schools by training pupils to be ‘Peer Mediators’ or ‘counsellors’. This well proven, highly effective method of impacting on school based bullying is still viewed by some as radical. We can provide training for staff or direct training with students across the age range – typically delivered over 6 short high impact, interactive learning workshops. For staff training, participants are introduced to the key components of successful schemes. Our trainers have first hand experience of setting up school based schemes and sustaining these over time. Enjoy participating in a multi media workshop that will challenge, entertain and reach for your emotions. Watch young people doing their stuff! TESTIMONIALS > Thank you for the course – I really enjoyed it LEARNING OBJECTIVES 1. To be able to understand the values and wider context of peer support 2. To be able to set up and run a peer counselling scheme to reduce bullying 3. To understand and be able to maximise the power of the peer group in supporting relationships, achievement and behaviour change WHO IS IT FOR ? * Year 5 or Year 10 pupils * Primary and secondary teachers * Heads and Deputies * SENCOs * Learning Support and Guidance staff * Advanced Skills Teachers * Parents * Local Authority Support Services * Community Development workers * Early Years and School based Practitioners COURSE CONTENT The course answers the questions : * What do you do with major bullying problems in school? * Practically how do we go about recruiting and training pupils as counsellors? * Will pupils be hurt if we involve them with bullies? Key Themes covered within the direct student training as well as in the staff development sessions- include: * Issues of Confidentiality * Welcoming your ‘client’ * Using active listening skills * Using Open and Closed Questions to enable your client to tell you his or her story * How to reflect back feelings and how to check you have understood what the client has told you * Exploring options for resolving the bullying issue with your client                                                                                                             This video gives a brief taster [https://drive.google.com/drive/mobile/folders/1IyIWXGOAi7PwpLLTbj5DpD4asY0EOd_s?usp=drive_open] of the work in a Nottingham Primary school. If you liked this course you may well like: PEER SUPPORT AS AN ANTI-BULLYING STRATEGY AT LOCAL AUTHORITY LEVEL [https://inclusive-solutions.com/training/peer-support-as-an-anti-bullying-strategy-at-local-authority-level/]

Gain the skills and credentials to kickstart a successful career and learn from the experts with this step-by-step

Social Media for Health & Care is yet another 'Teacher's Choice' course from Teachers Training for a complete understanding of the fundamental topics. You are also entitled to exclusive tutor support and a professional CPD-accredited certificate in addition to the special discounted price for a limited time. Just like all our courses, this Social Media for Health & Care and its curriculum have also been designed by expert teachers so that teachers of tomorrow can learn from the best and equip themselves with all the necessary skills. Consisting of several modules, the course teaches you everything you need to succeed in this profession. The course can be studied part-time. You can become accredited within 03 hours studying at your own pace. Your qualification will be recognised and can be checked for validity on our dedicated website. WHY CHOOSE TEACHERS TRAINING Some of our website features are: * This is a dedicated website for teaching * 24/7 tutor support * Interactive Content * Affordable price * Courses accredited by the UK's top awarding bodies * 100% online * Flexible deadline ENTRY REQUIREMENTS No formal entry requirements. You need to have: * Passion for learning * A good understanding of the English language * Be motivated and hard-working * Over the age of 16. CERTIFICATION CPD Certification from The Teachers Training Successfully completing the MCQ exam of this course qualifies you for a CPD-accredited certificate from The Teachers Training. You will be eligible for both PDF copy and hard copy of the certificate to showcase your achievement however you wish. * You can get your digital certificate (PDF) for £4.99 only * Hard copy certificates are also available, and you can get one for only £10.99 * You can get both PDF and Hard copy certificates for just £12.99! The certificate will add significant weight to your CV and will give you a competitive advantage when applying for jobs. Module 01: Social Media and Communication Social Media and Communication 00:19:00 Module 02: Social Media, Big Data and E-Healthcare Social Media, Big Data and E-healthcare 00:19:00 Module 03: Medical Social Media Medical Social Media 00:24:00 Module 04: Medical Social Media: Content, Characteristics and Appearance Medical Social Media: Content, Characteristics and Appearance 00:22:00 Module 05: Participatory Health through Social Media Participatory Health through Social Media 00:24:00 Module 06: Use of Social Media by Hospitals and Health Authorities Use of Social Media by Hospitals and Health Authorities 00:23:00 Module 07: Social Media and Health Behaviour Change Social Media and Health Behaviour Change 00:25:00 Module 08: Gamification and Behavioural Change: Techniques for Health Social Media Gamification and Behavioural Change: Techniques for Health Social Media 00:25:00 Module 09: Applications Applications 00:24:00

DESCRIPTION Ergonomics Diploma  Ergonomics evolves along with Human Factors, as the two professions intertwine and develop together as they gain more and more attention, with greater emphasis being placed on a holistic approach towards design that is centred around humans. Different companies and organisations have begun to see how valuable human factors are and their role in designing products and services in ways that will optimise user experience and usability. Because of their skills, ergonomists and human factors experts have become crucial players in the design process of many things. Their knowledge of the interactions between systems, technology, and humans provides a beautiful insight that leads to applying the systems approach to design. Elearncollege is offering a new Diploma course in Ergonomics. It is suitable for practitioners from different fields of study like health and safety, design, healthcare, architecture, engineering, computing, and many more. The top researchers in ergonomics have developed the Ergonomics Diploma course. It will provide information about the experience and skills required to apply ergonomics in different settings in the real world. The mode of learning for the Ergonomics Diploma course is online. It is designed to help you broaden your knowledge and advance it to develop a deep specialist-level comprehension of systems approaches when applied in various areas like healthcare and behaviour change using optional modules you can choose from. Highly qualified human factors specialists and ergonomists have contributed to the design of this Ergonomics Diploma course. It will equip you with the knowledge and skills required to deal with the demands of professions in human factors. What you will learn   1: Introduction  2: Basic Human Physiology and Anatomy  3: Human Element  4: Anthropometry  5: Cognitive Perspective of Design  6: Psychological Factors  7: Data collection and evaluative methods  8: Digital Human Model and Handling Materials  9: Ergonomic Economy  10: Environmental And Social Factors  COURSE OUTCOMES After completing the course, you will receive a diploma certificate and an academic transcript from Elearn college. ASSESSMENT Each unit concludes with a multiple-choice examination. This exercise will help you recall the major aspects covered in the unit and help you ensure that you have not missed anything important in the unit. The results are readily available, which will help you see your mistakes and look at the topic once again. If the result is satisfactory, it is a green light for you to proceed to the next chapter. ACCREDITATION Elearn College is a registered Ed-tech company under the UK Register of Learning( Ref No:10062668). After completing a course, you will be able to download the certificate and the transcript of the course from the website. For the learners who require a hard copy of the certificate and transcript, we will post it for them for an additional charge.

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/]