34 Clinical Supervision courses

Clinical supervision is the term used to describe a formal process of professional support and provides an opportunity for staff to: reflect on and review their practice, develop their analytical skills and change or modify their practice.

Peer Supervision for Clinical Hypnotherapists: Peer supervision for clinical hypnotherapists fosters professional growth through enhanced reflective practice, continuous learning, emotional support, feedback and validation, ethical guidance, networking, and professional accountability. - **Enhanced Reflective Practice**: Facilitates self-reflection, helping hypnotherapists identify strengths, weaknesses, and areas for improvement through peer discussions. - **Continuous Learning**: Expands knowledge by sharing innovative techniques, research findings, and emerging trends, promoting ongoing professional development. - **Emotional Support**: Provides a supportive space for therapists to share experiences and receive emotional support, addressing the emotional demands of the profession. - **Feedback and Validation**: Offers constructive criticism and fresh perspectives, aiding in skill refinement and improved clinical practice. - **Ethical Guidance**: Allows discussion of ethical dilemmas and collaborative solutions, ensuring adherence to professional standards. - **Networking and Collaboration**: Builds professional networks, leading to collaboration, referrals, and partnerships. - **Professional Accountability**: Encourages high standards and self-reflection through peer discussions, enhancing practice quality.

Duration 1 Days 6 CPD hours This course is intended for This course is intended for individuals who desire to supervise others more effectively. Overview Upon successful completion of this course, students will be equipped to supervise others more effectively and efficiently, contributing to job satisfaction and productivity. In this course, students will develop the skills required to be more efficient and proficient supervisors. 1 - GETTING STARTED * Icebreaker * Housekeeping Items * The Parking Lot * Workshop Objectives 2 - SETTING EXPECTATIONS * Defining the Requirements * Identifying Opportunities for Improvement and Growth * Setting Verbal Expectations * Putting Expectations in Writing 3 - SETTING GOALS * Understanding Cascading Goals * The SMART Way * Helping Others Set Goals 4 - ASSIGNING WORK * General Principles * The Dictatorial Approach * The Apple-Picking Approach * The Collaborative Approach 5 - DEGREES OF DELEGATION * Level One: Complete Supervision * Level Two: Partial Supervision * Level Three: Complete Independence 6 - IMPLEMENT DELEGATION * Deciding to Delegate * To Whom Should You Delegate? * Providing Instructions * Monitoring the Results * Troubleshooting Delegation 7 - PROVIDING FEEDBACK * Characteristics of Good Feedback * Feedback Delivery Tools * Informal Feedback * Formal Feedback 8 - MANAGING YOUR TIME * The 80/20 Rule * Prioritizing with the Urgent-Important Matrix * Using a Productivity Journal * Using Routines and Rituals to Simplify Your Workday 9 - RESOLVING CONFLICT * Using a conflict Resolution Process * Maintaining Fairness * Seeking help from Within the Team * Seeking Help for Outside the Team 10 - TIPS FOR SPECIAL SITUATIONS * What to Do If You?ve Been Promoted from within the Team * What to Do If You're Leading a Brand New Team * What to Do if You're Taking on an Established Team 11 - A SURVIVAL GUIDE FOR THE NEW SUPERVISOR * Ask the Right Questions of the Right People * Go to Gemba * Keep Learning 12 - WRAPPING UP * Words from the Wise * Review of Parking Lot * Lessons Learned * Completion of Action Plans and Evaluations

Hoarding training designed to be an educational, interactive and empowering day that works to positively impact attendees active client work.

Trauma Informed Practice in Education is a research evidence based whole school systems approach that starts with you. Improved attendance, improved learning outcomes, reduced suspensions and exclusions and better staff recruitment, retention and wellbeing all begin from a place of understanding child development, the impact of adversity on child development and the role of us as educators in supporting opportunities for growth and resilience. Systems change takes teamwork, however the most important member of that team is you. On this Trauma Informed Practice Day you will learn the why and how to keep you well and resourced in order to support the emotional and academic progress of the children in your school. You may already have some knowledge or you may be coming as a complete novice. Either and anything in between is fine. Numbers are limited to keep the group small for the benefit of more enriched learning. On this practice day you will; • Take a deep learning dive into the nervous system and how this applies to you, your setting and the progress of your learners. • Learn practical skills and strategies to support yourself and others. • Have opportunities to discuss children you are working with through small group supervision sessions • Benefit from a day of immersion into the topic with two highly qualified and experienced practitioners.

Active Social Inclusion work for the most isolated

On demand professional development for new supervisors of counsellors and psychotherapists who need some guidance about growing their supervision practice

Person centred rehabilitation is designed to create a better life for an individual by the provision of an intense input designed to being about social change. This usually entails a series of visits focused on getting the person out and about to increase confidence, social skills and presence in their local community and to pursue goals and dreams. Usually, the work is carried out under the close clinical supervision of a practicing psychologist. COURSE CATEGORY Inclusion Person Centred Planning Visioning and Problem Solving Peer Support DESCRIPTION PERSON CENTRED REHABILITATION Person centred rehabilitation is designed to create a better life for an individual by the provision of an intense input designed to being about social change. This usually entails a series of visits focused on getting the person out and about to increase confidence, social skills and presence in their local community and to pursue goals and dreams. Usually, the work is carried out under the close clinical supervision of a practicing psychologist. PERSON CENTRED PLANNING [https://inclusive-solutions.com/person-centred-planning/] A Person Centred Planning event would be carried out using the PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] or MAP [https://inclusive-solutions.com/product/maps-process-step-by-step-guide/] process – majoring on dreams and goal setting leading to precise action planning. Facilitators would carry out the PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] or other person centred process. A large graphic will be one of the outcomes of the meetings this is a great visual record and a shared memory of the event. This will also inform the priorities for the later follow up inclusion facilitation work. Following the PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] event a ‘scoping report’ is created outlining what Inclusion Facilitation could offer and highlighting what dreams and goals the individual has. INCLUSION FACILITATION [https://inclusive-solutions.com/person-centred-planning/] The PATH is also provides a good opportunity for the Facilitator to meet the focus person in a comfortable positive environment. Agreed visits from the Inclusion Facilitator are then carried out over a 3 month period. After this intensive input the Inclusion Facilitator will hand over to the existing family, carers and PA team to carry on where he or she has left off. This transition time is planned from the outset. An experienced psychologist needs to be there to support the facilitator at all times and will guide all work done by the inclusion facilitator. IS THIS JUST SUPPORT WORK? No! This is proactive engagement – doing whatever is required. This is not passively or reactively providing what is asked for – we are actively pursuing a good life for the individual. The work is built on careful research around a person’s interests and what opportunities exist locally There is community mapping There is work to tackle an individual’s own resistance and reluctance to engage more socially There is a need to engage with people in social settings that the individual attends to build bridges and connections – we are bridge builders You will need to build circles around a person There is a need to create the conditions in which friendships can flourish There is a need for direct psychological supervision and support throughout This work is short term and intense. The facilitator’s main aims will vary depending on the dreams and goals of the focus person. The basic aim of the inclusion facilitator is to better the focus person’s quality of life. LEARNING OBJECTIVES 1  To create a better life for the Individual. 2  Give Individual and family a clear vision of a good life and to support first steps towards this 3  To maximise individuals inclusion and connection with the wider community. 4  To help with friendship, social connection and education 5  To increase confidence, social skills and presence in their local community and to pursue goals and dreams. WHO IS IT FOR? Anyone who is involved in the rehabilitation of children or adults who have become disabled through accident or trauma and who is committed to helping them get their life back on track. COURSE CONTENT Understanding ordinary needs – the dimensions of social inclusion * Pursuing the dreams and goals of the individual * Improving social skills * Community Mapping * Being comfortable in social environments * Developing conversational skills * Having a positive mindset * Staying physically active * Building relationships * Help in meeting new people * Create natural circles of support * Creating a community circle * Having positive body language * Employment of support staff * Pursuing personal interests   If you like this you will almost certainly enjoy: Person Centred Planning using PATH and MAPs [https://inclusive-solutions.com/training/person-centred-planning-using-path-and-maps/]

Inclusion Facilitation (IF) is an approach to enhancing the inclusion, in a mainstream community of any child or young person who is experiencing difficulties in the world because of disability, personal crisis or because of their challenging behaviour towards others. The IF approach works by mobilising the young person’s natural supports to provide support and engage with the person in difficulty. Inclusion Facilitation is designed to create a better life for an individual by the provision of an intense input designed to being about social change. This usually entails a series of visits focused on getting the person out and about to increase confidence, social skills and presence in their local community and to pursue goals and dreams. Uniquely, the work is carried out under the close clinical supervision of a practicing psychologist. WHAT IS INCLUSION FACILITATION WORK? ‘WE DO WHATEVER IT TAKES!’ USUALLY A PERSON CENTRED PLANNING EVENT WOULD BE CARRIED OUT USING THE PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/]OR MAP [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] PROCESS – MAJORING ON DREAMS AND GOAL SETTING LEADING TO PRECISE ACTION PLANNING.  AN EXPERIENCED PSYCHOLOGIST ALONGSIDE THE INCLUSION FACILITATOR WOULD CARRY OUT A PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/]. A LARGE GRAPHIC WILL BE ONE OF THE OUTCOMES OF THE MEETINGS THIS IS A GREAT VISUAL RECORD AND A SHARED MEMORY OF THE EVENT. THIS WILL ALSO INFORM THE PRIORITIES FOR THE INCLUSION FACILITATION WORK OPTIONALLY FOLLOWING THE PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] EVENT A ‘SCOPING REPORT’ IS CREATED OUTLINING WHAT INCLUSION FACILITATION COULD OFFER AND HIGHLIGHTING WHAT DREAMS AND GOALS THE INDIVIDUAL HAS. THE PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] IS ALSO PROVIDES A GOOD OPPORTUNITY FOR THE FACILITATOR TO MEET THE FOCUS PERSON IN A COMFORTABLE POSITIVE ENVIRONMENT. 12 WEEKLY VISITS FROM THE INCLUSION FACILITATOR FOLLOWED BY 5 MONTHLY VISITS IS OUR PREFERRED MODEL BUT WE CAN BE FLEXIBLE WITH THE DELIVERY OF THIS INPUT. THIS IS JUST A GUIDELINE, HOWEVER WE HAVE RECEIVED GOOD RESULTS USING THIS TIME FRAME. AFTER THIS INTENSIVE INPUT THE INCLUSION FACILITATOR WILL HAND OVER TO THE EXISTING FAMILY, CARERS AND PA TEAM TO CARRY ON WHERE HE OR SHE HAS LEFT OFF. THIS TRANSITION TIME IS PLANNED FROM THE OUTSET. AN EXPERIENCED PSYCHOLOGIST IS THERE TO SUPPORT THE FACILITATOR AT ALL TIMES AND WILL GUIDE ALL WORK DONE BY THE INCLUSION FACILITATOR.  IS THIS JUST SUPPORT WORK? NO! THIS IS PROACTIVE ENGAGEMENT – DOING WHATEVER IS REQUIRED. WE ARE NOT JUST PASSIVELY OR REACTIVELY PROVIDING WHAT IS ASKED FOR – WE ARE ACTIVELY PURSUING A GOOD LIFE FOR THE INDIVIDUAL. OUR WORK IS BUILT ON CAREFUL RESEARCH AROUND A PERSON’S INTERESTS AND WHAT OPPORTUNITIES EXIST LOCALLY. WE CARRY OUT COMMUNITY MAPPING.  WE ACTIVELY WORK TO TACKLE AN INDIVIDUAL’S OWN RESISTANCE AND RELUCTANCE TO ENGAGE MORE SOCIALLY. WE ACTIVELY ENGAGE WITH PEOPLE IN SOCIAL SETTINGS THAT THE INDIVIDUAL ATTENDS TO BUILD BRIDGES AND CONNECTIONS – WE ARE BRIDGE BUILDERS. WE BUILD CIRCLES AROUND A PERSON. WE CREATE THE CONDITIONS IN WHICH FRIENDSHIPS CAN FLOURISH. WE HAVE DIRECT PSYCHOLOGICAL SUPERVISION AND SUPPORT THROUGHOUT. THIS WORK IS SHORT TERM AND INTENSE. ENJOY PARTICIPATING IN A MULTIMEDIA WORKSHOP THAT WILL CHALLENGE, ENTERTAIN AND REACH FOR YOUR EMOTIONS. LEARNING OBJECTIVES 1.To be able to understand the values and wider context of inclusion. 2.To be able to set up and run an ‘Inclusion Facilitation project to improve the life chances and connections of a child or young person. 3.To understand and be able to maximise the power of the peer group in supporting relationships, achievement and behaviour. COURSE CONTENT THE COURSE ANSWERS THE QUESTIONS: * What do you do with the child who is isolated by their aggression and anger, through being different, disabled or new to the school or community?  * Practically how do we go about including high profile children or young people?  * How can we help some children be friends? WE WILL COVER:  * Inclusion values underpinning this work  * The Intentional Building of Relationships –‘Inclusion Facilitation’ work as an example  * Not doing it alone – The Importance of Teams in developing inclusive practice  * Practical setting up and running of IF work  * Lessons learned  * Stories of IF work

Trauma Informed Practice in Education is a research evidence based whole school systems approach that starts with you. Improved attendance, improved learning outcomes, reduced suspensions and exclusions and better staff recruitment, retention and wellbeing all begin from a place of understanding child development, the impact of adversity on child development and the role of us as educators in supporting opportunities for growth and resilience. Systems change takes teamwork, however the most important member of that team is you. On this Trauma Informed Practice Day you will learn the why and how to keep you well and resourced in order to support the emotional and academic progress of the children in your school. You may already have some knowledge or you may be coming as a complete novice. Either and anything in between is fine. Numbers are limited to keep the group small for the benefit of more enriched learning. On this practice day you will; • Take a deep learning dive into the nervous system and how this applies to you, your setting and the progress of your learners. • Learn practical skills and strategies to support yourself and others. • Have opportunities to discuss children you are working with through small group supervision sessions • Benefit from a day of immersion into the topic with two highly qualified and experienced practitioners.