16 Practice Management courses delivered Live Online

Unlock Your Potential as a Dental Practice Manager with Our Level 4 Course The Level 4 Diploma in Dental Practice Management qualification delivered by Cavity Training has been designed as a standalone qualification or as an apprenticeship qualification for anyone wishing to become a qualified practice manager. Candidates are required to be in a work placement in order to be able to commence the qualification. -------------------------------------------------------------------------------- LEARN ABOUT THE CAVITY TRAINING DENTAL PRACTICE MANAGEMENT COURSE This qualification allows candidates to learn, develop and practice the skills required for employment and a career in Dental Practice Management. The content covers all essential areas of Management and is mapped to the GDC Learning Outcomes for Dental Nurses and relevant National Occupational Standards. This qualification is approved by the GDC. This qualification allows candidates to go on to higher level 5 management courses and expand their management career. FEES This course can be completed as an government funded apprenticeship, through Cavity Training, or as a privately funded course for £3500. You can either pay as a lump sum or alternatively, you can split into 12 instalments. ENTRY REQUIREMENTS The minimum requirements are level 2 in English and Maths. STRUCTURE To achieve the Level 4 Diploma in Dental Practice Management, candidates will need to also successfully complete a final online Knowledge Test. This is a 24 month course, with a final end point assessment. KNOWLEDGE Our course is delivered via live training webinars with specialist tutors. SKILLS AND BEHAVIOURS You will be appointed a designated Assessor, who will coach you through your qualification and complete regular assessments with you to support you to complete your qualification. You will have weekly contact from your Assessor. -------------------------------------------------------------------------------- HOW WE COMPARE WITH OUR COMPETITORS? DON'T JUST TAKE OUR WORD FOR IT, HERE IS WHAT OUR STAFF THINK Bridget I did my course years ago. It was classroom based one night per week. I think I would prefer to be more ‘hands on’ like it is now. Cavity really are a great company to work for. I truly believe that there expertise will ensure the next generation are amazing! Gina I did mine over an apprenticeship but the company my employer used wasn’t great and I didn’t get much support. Although I passed I can only imagine the length that Cavity have gone to to ensure that the students feel supported. As an employee, its super! -------------------------------------------------------------------------------- Enquire Today

This training is for lawyers and covers key topics to ensure compliance with the Lexcel standard and other regulations.

This training is for lawyers who may come into contact with vulnerable people through their work. In particular, it is aimed at those who hold legal aid contracts and must meet the requirements of the Specialist Quality Mark (SQM) standard in respect of safeguarding. Everyone has the right to be kept safe from harm, abuse or neglect. We all have obligations to ensure that vulnerable people are protected and that we have appropriate procedures in place to ensure that abuse is identified and reported.  We will help you to understand the following; * What is safeguarding? * The different types of abuse * Example signs of abuse, harm and neglect * What action should be taken if abuse is suspected * The SQM requirements * What a Safeguarding Policy should include TARGET AUDIENCE The online course is suitable for staff of all levels, from support staff to senior partners. RESOURCES Comprehensive and up to date course notes will be provided to all delegates which may be useful for ongoing reference or cascade training. Please note a recording of the course will not be made available. SPEAKER AMIE HIGGINS, CONSULTANT, DG LEGAL [https://dglegal.co.uk/the-team/amie-higgins/] Amie is a Senior Solicitor, qualified under the Law Society’s Immigration & Asylum Accreditation Scheme (IAAS) as an Advanced Caseworker and Supervisor. Amie specialises in all aspects of Immigration, Asylum and Human Rights work, with a specialism in human trafficking/modern slavery cases and working with vulnerable clients. Amie is an experienced trainer, delivering a range of training on both legal and practice management topics.

This training is designed for lawyers and covers key topics to ensure compliance with the Specialist Quality Mark (SQM) and other regulations.

Enhance your dental practice's safety and compliance with our 3-hour CPD accredited Dental Practice Legionella Responsible Person Course. Designed for Practice Owners, Registered Managers, and Senior Infection Control Leads, this online course offers expert guidance on legionella management, aligning with HSE ACOP L8, HSG274 Part 2, HTM 04-01, and HTM01-05 standards. Gain advanced understanding and confidence in legionella prevention in dental settings. Receive a GDC-compliant CPD Certificate upon completion. Join our live sessions led by skilled instructors for a transformative learning experience in dental health and safety management.

The professional working world has changed more rapidly than could have been envisaged at the time of the introduction of GDPR and the Data Protection Act 2018. With more people working from home post-Covid and the ever increasing risk of cyber-attacks, this short course is aimed at taking stock of current practice and risk, as well as considering ICO enforcement action and the implications of hybrid working.  It is also a great recap on the rules as they stand and what you need to know to comply.  The course will cover: * UK GDPR - A timely reminder of the rules * ICO enforcement action and what we can learn * Data Protection Impact Assessments - when and how to do them * Hybrid working and UK GDPR * Managing cyber attacks from a UK GDPR perspective TARGET AUDIENCE The online course is suitable for staff of all levels, from support staff to senior partners. RESOURCES Course notes will be provided to all delegates which may be useful for ongoing reference or cascade training. Please note a recording of the course will not be made available. SPEAKER MATTHEW HOWGATE, CONSULTANT, DG LEGAL [http://dglegal.co.uk/the-team/matthew-howgate/] Matt is a non-practising solicitor who has considerable experience in regulatory issues and advising on complex issues of compliance and ethics. He is also an expert in data protection, UK GDPR and on the civil legal aid scheme. Matthew is a lead trainer on and co-developed the LAPG Certificate in Practice Management (a training programme for legal managers and law firm owners) as well as regularly providing training on legal aid Supervision, costs maximisation, data protection and security and on general SRA compliance.  

In this practical and engaging workshop there is input on team building, problem solving as a team, improving communication and handling conflict. This is participatory day of paper, pens, graphics, music and activity. There are no PowerPoint slides or even a projector and screen! COURSE CATEGORY Team Building and Leadership Early Years Inclusion DESCRIPTION Want a really creative, effective, inclusive team? In this practical and engaging workshop there is input on team building, problem solving as a team, improving communication and handling conflict. This is participatory day of paper, pens, graphics, music and activity. There are no PowerPoint slides or even a projector and screen! We keep the focus on interpersonal processes for getting the best out of the team. Making teams both creative and inclusive is fully explored and processes for maximising this examined. Effective leadership and management, which can transform teamwork through collaboration and consensus-building processes is covered. We refocus the team on its capacities and gifts as well as give insights into what to do when individuals are off track. The Native American medicine wheel guides us through four quadrants of leadership, vision, community and management.Harrison Owen in his work on ‘Open Space Technology’ depicts the ancient Medicine Wheel (Owen, 2003). This is derived from centuries of tradition among First Nation Americans and has informed many cultures in different ways. We have found this an extremely powerful metaphor for understanding the process of team and organisational change and renewal. The wheel of change begins in the north with a leading idea, for us – there is a better way of creating a team for inclusion. Travelling clockwise to the east we develop a shared vision of what this could look like in our setting, school or community. Then moving south we ask who needs to come with us on the journey. We wish to take as many community members along with us as we can. In an Early Years setting , this would mean enrolling the support of manager, the wider staff group, parents and ultimately children. Finally, at the west, we manage and implement the idea. We take action and turn the inclusive team into reality. The cycle of this medicine wheel is an excellent way to view change processes for any team, organisation or community. When we contemplate change, the risk is always that we will jump prematurely from the big ideas (leadership) to practice (management) and ignore the other two important phases of creating vision and engaging the wider community. When the going gets tough and the inclusion of a child or young person is beginning to seem extremely difficult if not impossible many will conclude that the child should no longer be present. We would like to challenge this. Why do we move so quickly to assuming the child is in the wrong place? Surely the real question should not be ‘do they belong here?’ – but rather – ‘what team support is needed here for this to work?’ Or even more fundamental, ‘who needs a team around them at this time?’ Who needs the team? Who is struggling with the inclusion most? Is it the young person, their practitioner or teacher, their headteacher, setting manager, their parent or even a member of the local support services? Whatever the answer a team may need to be built, rallied or reformed. The nature of and number of that team will depend upon the situation. Diversity of membership will most surely be important to strengthen the quality of the support and of the ideas generated. Use radical rethinking when creating a new team or when revitalising an existing one. Creating effective teams for inclusion requires a courageous capacity for understanding and nurturing change both within the team and with those who the team work with. TESTIMONIALS > ‘What a fun, enjoyable day its been. Motivating and made me laugh not fall > asleep!’?? > ‘This was everything a team building day was supposed to be. I have learned a > lot about the people I work with and my role within the organisation’ > ‘I had reservations about attending yet another team building day but this was > executed by two great facilitators and they worked with us so we truly > understood what we were thinking and feeling.’ > ‘Innovative and refreshing’ LEARNING OBJECTIVES 1. Empowerment of team players 2. Deepened insights into team processes 3. Practical strategies for team building learned 4. Processes for enhancing creativity of team members explored 5. Celebration and recognition of existing strengths and talents   WHO IS IT FOR ? * Any team COURSE CONTENT This course answers the following questions: * How can we re-energise our team? * How can we make our team more inclusive? * What tools can we use to work creatively in our team? We work around the ancient medicine wheel as it guides us through the four processes of leadership, vision, community and management. We place leading ideas in front of your team including ‘no kvetching’ and shared promises. We create a shared vision of how your team would love to be. We explore who the team is. When are they at their best? What happens when someone is off track? What do they really need? How do we take the community with us at a time of change? Finally we look at the management role of the team. Getting things done together. We use problem solving together as our focus for this. Finally your team will be asked to reflect. What has the training meant to them? If you liked this you may like: SUPPORT AND SUPERVISION FOR LEADERS [https://inclusive-solutions.com/training/support-and-supervision-for-leaders/]

There are a number of reasons why it is important to actively promote equality and diversity within your business and the wider community, not only to ensure compliance with anti-discrimination legislation and professional regulations, including the SRA Standards & Regulations.  There will also be business benefits to the organisation including attracting and retaining talented staff, improving staff morale, potentially accessing a wider client base and enhancing service levels and client satisfaction. Join us for this useful overview session on Equality, Diversity & Inclusion which will cover the following points; * The Meaning of Equality * Discrimination * Harassment & Victimisation * Unconscious Bias * The Equality Act & the Protected Characteristics * Reasonable Adjustments * Complying with E&D requirements TARGET AUDIENCE The online course is suitable for staff of all levels, from support staff to senior partners. RESOURCES Comprehensive and up to date course notes will be provided to all delegates which may be useful for ongoing reference or cascade training. Please note a recording of the course will not be made available. SPEAKER AMIE HIGGINS, CONSULTANT, DG LEGAL Amie is a Senior Solicitor, qualified under the Law Society’s Immigration & Asylum Accreditation Scheme (IAAS) as an Advanced Caseworker and Supervisor. Amie specialises in all aspects of Immigration, Asylum and Human Rights work, with a specialism in human trafficking/modern slavery cases and working with vulnerable clients. Amie is an experienced trainer, delivering a range of training on both legal and practice management topics.

COURSE INTRODUCTION  The purpose of this course is to introduce / refresh participants’ knowledge and skills in the essential aspects of diabetes management in their practice setting.  AIMS AND OBJECTIVES  Identify their current knowledge of diabetes care and how confident they feel about offering advice to a patient with diabetes and or their family. Purpose and outcomes of the main treatment options for people with diabetes . Discuss the importance of addressing the person’s needs and how regular clinic visits impact on the management of diabetes   All course materials and certificate of attendance Accreditation 6 CPD points awarded completion. Accredited by One Awards (*Certificate £30) and CPD Standards (*Certificate free) Discuss how to build relationships and establish an environment that enables the person with diabetes to take an active role in their diabetes management  COURSE CONTENTS OVERVIEW  Aetiology and diagnosis of type 1 and type 2. Difference between type 1 and type 2 diabetes  Implications for practice  Management goals TYPE 1  Treatment and management options  Carbohydrate awareness  Challenges in self-management  Hypoglycaemia and hyperglycaemia  Screening and the annual review TYPE 2  First line treatment and step-wise options  Food choices and relation to risk  Activity and type 2 diabetes  Cardiovascular disease and type 2 diabetes  Screening and annual review  SUPPORTING PEOPLE WITH DIABETES AND THEIR FAMILY  Seeing the person not the disease  Consultation skills  Ongoing support needs .  Food and lifestyle messages for diabetes  Annual review and screening including foot care advice  Blood glucose monitoring  Consultation skills and relationship building  Complications and treatment options  WHO SHOULD ATTEND?  Nurses HCAs

The prevalence of ill health is real. Become an expert practitioner in treating individuals using a truly holistic approach. -------------------------------------------------------------------------------- A MESSAGE FROM THE AUTHOR The great need for practitioners is emphasised today, not only by the prevalence of well-established diseases, but also by the appearance of quite new conditions which are not necessarily regarded as being nutritional illnesses. In fact many students come to Nutritional Therapy after experiencing and their own health problems and seek to help others with similar difficulties. We know that nutrition lies at the very heart of these problems and it is our absolute intention to share that knowledge with you. Every person's nutritional needs differ and our courses teach students to recognise this at the outset - there is no haphazard approach.   We are absolutely certain that you will find this a fascinating course as you train to become a practitioner of the highest degree. DR. LAWRENCE PLASKETT -------------------------------------------------------------------------------- Course Duration 3 YEARS Study Hours 3,000 HOURS Course Content 14 FOLDERS Course Fee £1,995 -------------------------------------------------------------------------------- COURSE OVERVIEW The Plaskett Professional Diploma in Nutritional Therapy is the most scientific and advanced practitioner level course that we offer.  Nutritional Therapy is a form of therapy that uses food, supplementary nutrients and cleansing procedures to alleviate or prevent chronic health problems and this course will train you to practise as a Nutritional Therapist of the highest degree. You will: * Receive a training which is truly holistic in nature * Be presented with the unique teachings of Dr. Lawrence Plaskett whose long experience working in the borderlands between nutrition and medicine enables him to offer a synthesis between many fields that are not often brought together: nutrition, pathology, biochemistry, toxicology, pharmacology, cell biology, naturopathy and homoeopathy * Develop the professional skills and specific diagnostic insight to be able to apply nutrition to health effectively, a training for successful practice that should be applicable anywhere in the world * Be trained to offer help with a wide range of conditions, the majority of which are not necessarily regarded in conventional medicine as being nutritional illnesses. These encompass an extremely wide range of chronic conditions, including most diseases and a vast array of symptoms - physical, emotional, mental - which can frequently be experienced outside the range of conventional medical diagnostic 'labels'. * Develop the necessary expertise in nutrition which is often lacking in other fields of complementary or alternative medicine. Any programme of nutritional supplements and diet needs to be matched exactly to individual needs by a well-trained practitioner -------------------------------------------------------------------------------- BREAKDOWN OF THE COURSE SECTIONS The Nutritional Therapy Diploma includes the following 14 folders: FOLDER 1 THE HOLISTIC MODEL OF HEALTH CARE This Folder starts with a suggested programme of study and some simple hints on how to make best use of your study time. It then teaches an understanding of basic principles that underpin your entire grasp of nutrition as a biological process.  The naturopathic emphasis is upon freeing the body tissues of toxins and the damaged cell components that drag them down to the chronic level.  The Folder looks closely at the nature of toxins and their sources.  It looks at their behaviour and effects when they enter the body, the character and mechanisms of the damage they do and, above all, the mechanisms by which they can be removed and the damage repaired.  These are no flights of fancy, as orthodoxy would often have us believe.  Rather they are strongly supported by medical science, as the course material will demonstrate.  In order to develop a grasp of these processes they have to be visualized as they really happen, on the cellular level.  A Side Book is included covering the structure and life of the cell. Areas Covered * Study skills * Looking after the body * The Life Force * Stopping the rot and starting to recover * Movements of toxins within and around the body * Our relationship to medical orthodoxy * The nature of natural and unnatural chemical toxins * The concept of toxin-free food * Organic growing and water purification * Free radicals and anti-oxidants * Routes of toxin entry and elimination * Damage caused by toxins lying in the tissues * Detoxification * The relationship between toxic burden and toxic damage * The energy reserve role of fat * The lipoproteins of the blood FOLDER 2 MINERALS AT WORK IN NUTRITION - PART 1 The minerals come forward as the strongest contenders for pride of place among the nutrient classes because they are so critically vulnerable to deficiency and imbalance in today’s western world.  “Get the minerals right before anything else” is a penetrating summary of their necessary priority.  You will learn how the bulk minerals (those we need in greatest amount) depend upon each other and how the micro minerals cannot fulfil their function correctly without a correct balance of the bulk ones.  This Folder takes “first things first” by laying the soundest possible foundation for the study and management of the bulk metals – sodium, potassium, calcium, with magnesium to follow in Folder 5.  We believe that few course providers deal as thoroughly with this absolute cornerstone of nutrition as we do.  The effects of these mineral balances permeate the entire subject of nutrition.  You will look at many aspects of the subject that affect health. Areas Covered * Composition of the human body * Overview of macro minerals * Sources of nutritional minerals * Biological concentration of minerals * Micro minerals as catalysts * Toxic minerals * Digestion, absorption and storage * Mineral/mineral antagonisms * Sodium and potassium balance * Symptoms of sodium and potassium excess or deficiency * The sodium pump * Sodium and potassium in foods * Potassium administration in therapy * Calcium in the human skeleton and teeth * Calcium in body fluids * Hormonal control of calcium * Osteoporosis and disputes over calcium requirements * Calcium in foods * Calcium “mishandling” * Calcium in supplement Side Book: The Chemistry of Nutrition Whilst it is possible to teach nutrition to some degree without studying the chemical nature of the nutrients, it is much better that you have at least a superficial understanding.  Folder Two therefore includes a side book on Chemistry for those who are new to the subject.  However, no one expects you to become highly informed on chemical structures.  Access to the facts and to an explanation is what is important.  This side-book will free you, as a future practitioner, from the need to manipulate the nutrients without understanding them as many others try to do. * Elements, compounds and molecules * Valency * Ions, acids and salts * Combining proportions and moles * Carbon compounds and functional groups * Oxidation and reduction * Calculating the vitamin or mineral content of supplements FOLDER 3 THE BULK NUTRIENTS – PROTEIN, CARBOHYDRATE, LIPIDS AND ENERGY These nutrients provide both the fuel and the building materials for the body.  Orthodox nutrition teaches these topics very thoroughly.  As to the structures of the compounds, we teach the same things they do.  However, all three main classes of bulk nutrients have their distinctive “wrinkles” when examined from an alternative viewpoint.  With the proteins this has to do with avoiding excesses and, to some degree eschewing animal sources for naturopathic and other reasons.  With the carbohydrates it involves recognizing at a sensitive level the long-term harm that can be done by free sugars and the crucial importance of blood sugar maintenance and control.  Orthodox treatments may claim to do these things but there is a vast difference of emphasis and effect.  Among the lipids the “wrinkles” have to do with intricate management of the balance among the essential fatty acids and the importance of the phospholipids in the diet.  You will also learn about the propensity of fats to form toxins and the need to moderate fat intake.  All of these so-called alternative “wrinkles” have weighty scientific support, which you will have explained for you.  The chemical nature of these bulk nutrients is fully presented for those who wish it, with a “faster track” through for those who do not. Areas covered * Different kinds of proteins * The amino acids in proteins * The structure of proteins * Proteins in foods * The essential amino acids and protein quality * Nitrogen balance and protein metabolism * Proteins in therapeutic policy * The simple sugars and sugar derivatives * Di, tri and polysaccharides * Transformations of carbohydrate * Sugars and starch in diets * Blood sugar control * Metabolic energy * The make-up of fats * Different kinds of fatty acids * Essentiality of omega 6 and omega 3 * Lipids and coronary thrombosis * Cholesterol, Inc. blood cholesterol levels * Fats in western diets * Toxins from fats by chemical damage * Lecithin and other phospholipids * Quantifying energy – units of measurement * Energy content of foods and fuels * Human expenditures of energy * Basal metabolic rate FOLDER 4 FOODS AND FOOD CLASSES Properties, Composition and Naturopathic Effects The merits and disadvantages of wheat, milk and meat are carefully analysed and exposed from the standpoint of both scientific and also naturopathic considerations.  There will be much here to ponder, whilst the scientific evidence leaves little to doubt.  You will look rather exhaustively at the merits, nature and composition of vegetables and fruits, not only as groups but also as sub-groups and down to the individual plants.  You will find yourself in a position, when it comes to prescribing, to be directive when necessary about which individual fruits and vegetables it will be best to use.  The groups of pulses, nuts, seeds, fish, shellfish and other seafood’s, as well as beverages, will be closely examined for their composition and suitability for prescription in treatment diets.  Acidity and alkalinity in foods is carefully examined.  This Folder is “all about food” but it is also food for thought from beginning to end. Areas covered * The wheat grain and its milled fractions * Types of bread * Nutritional problems of wheat and wheat allergy * Sprouted wheat and wheat grass * Barley, oats and rye * The composition of milks * Milk as infant feed * The variety of dairy products * Nutritional and health problems associated with milk * Milk allergy and intolerance * Hidden milk in foods * Vegetable mineral content and vitality * Eliminatory effect of vegetables * Composition of 49 different vegetables * Potential hazards of plant foods * Composition and nature of pulses, nuts and seeds * The composition of different meats * Naturopathic negatives associated with meat * The composition of different fish types * Fish as an omega 3 source * Shell fish and crustacea * Nutritional problems of tea and coffee * The composition of fruits * Strongly eliminative properties in fruits * Acid and alkali-forming foods * Using the food composition tables FOLDER 5 MINERALS AT WORK IN NUTRITION - PART 2 Each and every member of the micro minerals group will prove a fascinating area of study and will face you at times almost with disbelief that such minute amounts of substance can exert such extraordinarily powerful effects upon the way the body works and therefore upon health.  Each micro mineral displays its own particular pattern of effects arising from either deficiency or excess.  This is almost like a personal signature of the mineral.  These will be learnt now but employed later in diagnosis to help determine the likely patterns of micro mineral imbalances in your patients. The role of all-important magnesium is examined together with the principles of using magnesium in therapy.  This element plays a key macro mineral role and exerts decisive control over naturopathic elimination.  Areas covered * Iron, zinc, copper, manganese, selenium, chromium, molybdenum, iodine, silicon, fluorine, vanadium * For each of the microminerals where appropriate: Body content; physiology functions; effects of deficiency or excess; toxicity; factors promoting retention or loss; occurrence in foods; different chemical forms; associated diseases; the use of the appropriate supplements * Roles of magnesium in the body * Magnesium in foods * Effects, diseases and symptoms of magnesium deficiency * Naturopathic expectations from magnesium therapy FOLDER 6 THE VITAMINS AT WORK IN NUTRITION The vitamins are mostly micro catalysts just as the micro minerals are.  Sixteen of them are the subjects of this Folder.  We first explain their known effects in the body and then go on to set out the ways that they may be used, either for direct therapeutic effect, or in support of other components of nutritional therapy.  As in the cases of all the other nutrients, there will be both scientific and naturopathic evidence presented.  Good reference material will be provided. Areas covered * For each of the vitamins and vitamin-like substances where appropriate: Body content; precursors; physiology functions; effects of deficiency or excess; toxicity; factors promoting retention or loss; occurrence in foods; different chemical forms; associated diseases; the use of the appropriate supplements. * Vitamin A; beta-carotene; Vitamins B: thiamine, riboflavin, niacin, pyridoxine, B12, folic acid, choline, inositol; Vitamin C, Vitamins D1 and D2; tocopherols (Vitamin E); Vitamin K. FOLDER 7 BOWEL FLORA AND THE MAINTENANCE OF HEALTH It is possible to manage and manipulate the bowel flora – the bacteria that inhabit the intestines – so as to produce optimal benefits to health.  Antibiotics and certain dietary errors appear to work in the opposite direction and encourage a flora that will generate more toxins. This Folder deals with both scientific and naturopathic facts and technique and explains how to harness the potential that resides here for bringing better health or maintaining health.  It is a crucially important area of nutritional management.  Every case you will treat will need the possible prescription of bowel flora products to be reviewed. The other part of this Folder is about the maintenance of health.  We provide a general round-up of this pre-clinical part of the course with an overview of nutritional requirements and wise practice in the design of those diets that may be intended to be “healthy” but not necessarily therapeutic.  It includes examination of the special needs of vulnerable groups.  You can expect, of course, to meet patients of all ages and conditions and, often enough, you will be asked merely to provide guidance upon what type of diet will best maintain their health.  It also reviews the production of toxin-free food and the hazards posed by the industrialization of food.   Finally, there is an approach to the use of supplements for health maintenance and a discussion of strategies for on-going cleansing and toxin avoidance so as to assist in maintaining good health. Areas covered * The naturopathic view of the benefits of bowel flora * Effect of diet on the bowel flora * The putrefactive bacteria * Balancing lactose fermenters with other types * Toxic amines * Benefits of the acid producing species * Negatives associated with antibiotics * Breast feeding and the bowel bacteria * Bowel flora products * Overview of the British diet * Nutrient requirements for the population * Higher requirements for the health conscious * Special needs of children and the elderly * Special needs of vegetarians and vegans * The requirements of pregnancy and lactation * Organic growing * Industrial food processing and food additives * Maintenance supplements * Maintenance cleansing FOLDER 8 DIAGNOSIS This Folder is divided into two parts.  The first gives a detailed understanding of the basis of diagnosis, while the second gives direct instruction in performing diagnoses.  These two parts, taken together, comprise a major step in your induction as a naturopathic nutritionist.  The induction into technique and approach is an essential step, but even more than that, the moulding of your thought process is so very important.  You have to move into the particular “observer” position, mentally, from which the diagnosis is best carried out.  The first part of the Folder both provides the “nuts and bolts” of nutritional diagnosis but it also provides the mental positioning to enable you to carry it out with confidence and expertise.  The diagnosis requires understanding of the “constitution”, defined both naturopathically and genetically.   An optional side book covers both the miasms and the Chinese 5 elements in respect of their bearing upon diagnosis within nutritional therapy. Fundamental to the practical aspect is the technique for taking case histories and then interpreting them along combined naturopathic and scientific lines.  This logically leads onto the next stage – treatment – in a rational sequence.  This Folder contains five “demonstration” case histories. FOLDER 9 TREATMENT This is in many ways the crux of the whole course.  However, being released into nutritional treatments – with their full power – without having made the most thorough preparation, would be most unwise.  Absolutely every topic that has been covered before is required in one way or another at this point.  It is here that the interpretation of the case history becomes translated into a prescription of diet and supplements that is honed in a sensitive way to the patient as an individual.  We outline a number of “levels” of the diagnosis that feed into the treatment decisions.  There is a “whole person” level, a “weak organ” level, a “metabolic imbalances” level, a “nutritional deficiencies” level and, finally, the lowest in the hierarchy, a “named diseases” level.   We also introduce here the profound concepts of intensity, direction and level as they apply to the very basis of Nutritional Therapy prescriptions.  All these contributions must converge to provide the best overall treatment.  The focus at this point is on defining the dietary guidelines and the careful orchestration of the essential minerals and vitamins that are to be used.  However, this is also the point at which various named treatments are considered, including bowel cleansing procedures, bowel flora treatment and some of the contributions towards Candida treatment.  These options are set out here and then developed more in the later Folders of Part Two.  Special approaches such as the liver cleanse are also considered here along with amino acid therapy, antioxidant therapy and the anti-inflammatory prescription.  We also provide guidelines on how detailed analysis of the composition of diets, and the design of special diets based on such analysis, can contribute to treatment.  This Folder provides the “core” of all this, with various modulations and variations being available from the subsequent Folders for “fine tuning”. FOLDER 10 STUDY OF CASE HISTORIES There is nothing quite like practice where case histories are concerned.  To be able to study them with great facility and insight and then discern the routes by which they lead towards exact treatment – that is to be your aim here.  The Folder provides the challenge of “interpreting” a number of case histories, with help and with feedback. This is an approach that can lead you towards confidence and competence in this task, which is at the centre of practitioners’ daily work.  Approaches and solutions are presented.  This Folder gives 11 abridged case histories and 20 fully detailed case histories for analysis by the student, 31 case histories in all. These are selected to provide a variety of different types of treatment situation including some that are special or unusual. FOLDER 11 ADDED OR SPECIAL NUTRIENTS AND HERBS In covering the prescribing of supplement programmes in Folder 9, you will have been focused primarily upon those that rank in orthodox nutrition as “essential nutrients”, particularly minerals and vitamins.  However, Nutritional Therapy is enormously enriched by a wide range of other biochemicals that cannot be classified as “essential”.  Life does not stop without them, yet they can be extremely helpful, especially to individuals with compromised health.  These are more often metabolic intermediates than recognised nutrients, but they can be extraordinarily valuable for organ-directed therapy.  Many of these involve up-to-the minute discoveries.  We teach about phytonutrients in foods (eg carotenoids, flavonoids, proanthocyanidins, isothiocyanates, organic sulphides and curcuminoids) and about the possibilities, when necessary, to provide them in supplement form. Herbs are covered too in their special role of support-therapy to Nutritional Therapy, usually in an organ-directed or system-directed role.  Echinacea, silymarin, aloe, ginkgo, bromelain and St John’s Wort are just examples of these herbs.  We also teach the use of herbal combinations for specific purposes.  This wide choice of “extra” items is the subject of specific instruction in this Folder. FOLDER 12 TREATING NAMED MEDICAL CONDITIONS - PART 1 Folder 9 makes it plain that, because this is a holistic discipline, the named medical condition is generally low on the hierarchy of treatment criteria.  Although that is generally the case, the extent to which it holds good may depend upon how advanced is the particular disease condition.  At all events, the practitioner does need a degree of disease-related training, which is provided in this Folder and the next.  Some 180 different medical conditions or classes of conditions, mostly chronic, are addressed.  Special space is provided to cover fully selected topics that are of key importance in an alternative medicine practice, such as obesity, alcoholism, allergies and the menopause.  We also provide you with specific treatment guidance with the proviso that whole-person treatments and organ-system related treatments either take priority or are provided alongside.  Where appropriate some insights are given into the prior allopathic treatments and environmental and social conditions that may cause or exacerbate the listed conditions.  This provides for the patient’s circumstances and lifestyle to be adjusted in rather specifically apt directions. The main categories in this Folder are: circulatory, rheumatic and digestive diseases, along with obesity, alcoholism and immunity states including autoimmunity and allergies.  All the disease conditions addressed are closely studied from the standpoint of orthodox pathology as well as their Nutritional Therapy treatment.  Hence Folders 12 and 13 in their own right amount to a course in the medical science of pathology and this represents a substantial expansion over earlier versions of the course.  These Folders will constitute invaluable reference material for use when you have set up in practice. FOLDER 13 TREATING NAMED MEDICAL CONDITIONS - PART 2 This Folder continues the work started in Folder 12.  Here included are diseases of the nervous system and brain, skin, reproductive system, urinary system, endocrine system, liver/gallbladder, respiratory system, eye, ear, mouth, nose and bone.  Also included are psychological and systemic diseases (including ME), infectious diseases and some directly nutritional diseases.  The detailed attention to pathology is maintained throughout. During the course of Folders 10-14 inclusive, students undertake no less than 12 cases on their own, covering full data-collection, analysis and interpretation, with prescription of diet and supplements.  Together with the 36 case histories studied in earlier Folders this gives 48 case histories studied FOLDER 14 MONITORING TREATMENT, THE THERAPEUTIC RELATIONSHIP AND PRACTICE MANAGEMENT Having got the treatment going, there is a need for specific instruction in the on-going task of monitoring the patient’s condition and reacting accordingly with adjustments to the therapy.  Patient and practitioner alike have to be aware that the first prescription is likely to be just the start of a process.  Reading the signs of change looms large in this instruction and familiarization.  Responding to them is the second part.  Here there is a need to understand the terms “intensity” and “direction” in therapy.  “Intensity” refers to the degree of healing and naturopathic pressure being applied and “direction” refers to the aims of the particular choice of treatment being applied.  You will learn to distinguish between situations that call only for a change of “level” and those that call upon you to rethink and change “direction” when the patient’s progress levels off as this may then initiate a new burst of healing changes.  Another way to break out from the “plateau” situation is to assess the exact nutrient composition of the whole diet – an action that is too detailed and time-consuming to do with every patient and usually not needed.  A part of the Folder is about drugs, when and when not to encourage their use, and how to manage the drug-dependent patient.  You need to acquire at least a passing familiarity with the main classes of prescription drugs, which are explained in this Folder. This Folder also provides information on Laboratory testing procedures that may be recommended to patients. Finally we offer subjects of crucial importance to working practitioners, namely a study of “The Therapeutic Relationship” and “Practice Management – Running The Practice as a Business”. -------------------------------------------------------------------------------- TESTIMONIALS Here's what students have to say about the course GRACE KINGSWELL, NUTRITIONAL THERAPIST UK "I was recommended Plaskett by my own functional medicine practitioner. I knew that if she was recommending it, it would be worthwhile. I wanted a full body overview and not a “match the supplement to the symptom” approach, and that is certainly what the Plaskett Dip;oma in Nutritional Medicine course delivered. I wanted to be qualified to run my own business as a practitioner afterwards, and it is the most complete and highest level course that the Plaskett College offer. My knowledge of naturopathy and nutritional medicine was pretty solid before I started due to personal experience, but I’ve really built on this now and feel confident that I know how to help others. I’ve also learnt a lot more of the biochemistry behind the science too.  The study experience was really good, but it’s a lot of self-motivation, and if you don’t have that then it might be touch to finish it, as it’s completely self-driven". BEN C ALBERTS, DIRECTOR SOUTH AFRICAN INSTITUTE OF BEHAVIOURAL NUTRITION South Africa The Plaskett Nutritional Therapy Diploma was one of the most rewarding programmes of my life. Apart from the media hype around healthy living it is only after the completion of a proper programme that one truly start to understand the intricacy of the human body and what healthy living really is.  Within the Plaskett programme the combination of nutrition, pure science and a naturopathic view provided me with a completely new perspective on health management. Against a fairly orthodox background it took me some time within the programme to understand the true principles, and once realized fundamentally changed the way I view personal health management. Throughout the programme the support from my tutor was phenomenal with concise and very valued feedback, and certainly at exceptional detail. The course content was of a high standard and must not be underestimated in both volume and complexity. For me personally, the programme delivered immense value and I will recommend it to any of my peers and clients. DIANE BROUGH, NUTRITIONAL THERAPIST Canada When I first started thinking about taking a course in nutrition, I was living in Botswana, in Africa. I was looking for a college that would offer me the support and guidance that is so important for long distance learning. I’m probably one of the college’s longest registered students because my family moved to five different countries during my studies! I am very thankful for the college’s patience and continued support. Plaskett College impressed me with their personal approach to the course and the fact that all modules were composed by Dr. Lawrence Plaskett, a medical research biochemist and the college’s Founder and Principal. I studied the Diploma in Nutritional Medicine because my plan was to have my own practice. I practised at a herbal clinic as a Nutritional Therapist and Iridologist after I completed my diploma, but then decided to study massage therapy, so put my practice aside while at school. I recently established Revitalife Therapeutics and offer massage therapy, manual lymphatic drainage, nutritional therapy and iridology. VITTORIA VIGLIETTI, NUTRITIONAL THERAPIST & FOUNDER OF NUTRIWILD Namibia I chose Plaskett College because I really wanted to make a difference where natural medicine was concerned. After losing my father to Cancer, and experiencing malpractice with all the orthodox medicine we followed, this pushed me even more to pursue an in-depth education in nutritional medicine. I chose Plaskett College’s, Nutritional Medicine Course, because I found this to be very informative for anyone interested in perusing a future in the field of Natural medicine and Nutritional Therapy. My studies have been such a memorable journey for me. I started studying just over 2 months, after losing my father. A very difficult time in my life. The course I chose to do with Plaskett would take me 4 years to complete. I am in my 5th year (nearly my 6th year), doing this particular course and I have only experienced encouragement, understanding of my situation and support from the college to continue to complete the course in my time. I could not show more gratitude towards them for this. I did not expect that after losing my father my life would hit lots unforeseen hurdles, causing my study time to suffer greatly. Yet, through all this, Plaskett College only showed me more support and encouragement to persist with my studies.