341 Courses

Need a PATH? A person-centred plan?  This is a planning process not a training day. Let us facilitate your planning and refocus your story whilst strengthening you and your group, team, family, staff or organisation.  This tool uses both process and graphic facilitation to help any group develop a shared vision and then to make a start on working out what they will need to do together to move towards that vision.  * Is your team or family stuck?  * Want to move on, but haunted by the past and cannot get any useful dialogue started about the future?  * Facing a challenging transition into a new school or setting?  * Leaving school?  * Bored with annual reviews, transition plans and review meetings?  * Want to find a way of making meetings and planning feel more real and engaging?  * Need an approach, which engages a young person respectfully together with his or her family and friends?  * Want the ultimate visual record of the process of a meeting, which will help everyone, keep track?  * Want to problem solve and plan for the future of a small or large group, service or organisation up to the size of an LA  Give your team the opportunity to pause and reflect on what matters most to them about the work they do. The act of listening to each other creates relationship and strengthens trust and inclusion within the team – in creating a shared vision, groups of people build a sense of commitment together. They develop images of the future we want to create together, along with the values that will be important in getting there and the goals they want to see achieved along the way. Unfortunately, many people still think vision is the top leader’s job. In schools, the vision task usually falls to the Headteacher and/or the governors or it comes in a glossy document from the local authority or the DfES. But visions based on authority are not sustainable.  Using the planning tool PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] (Pearpoint, Forest and OBrien 1997) and other facilitation sources we use both process and graphic facilitation to enable the group to build their picture of what they would love to see happening within their organisation/community in the future and we encourage this to be a positive naming, not just a list of the things they want to avoid.  Outcomes  1. To create a shared vision  2. To name shared goals  3. To enrol others  4. To strengthen the group  5. To explore connections and needs  6. To specify an Action Plan  7. To create a visual graphic record of the whole event  Process Content  PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] is a creative planning tool that utilises graphic facilitation to collect information and develop positive future plans.  PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] goes directly to the future and implements backwards planning to create a step by step path to a desirable future. (Inclusion Press, 2000). These tools were developed by Jack Pearpoint, Marsha Forest and John O’Brien to help marginalised people be included in society and to enable people to develop a shared vision for the future.  PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] can be used with individuals and their circle of support, families teams and organisations.  Both MAP and PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] are facilitated by two trained facilitators – one process facilitator who guides people through the stages and ensures that the person is at the centre and one graphic facilitator who develops a graphic record of the conversations taking place in the room.  Follow the link below to read a detailed thesis by Dr Margo Bristow on the use of PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] by educational Psychologists in the UK.  AN EXPLORATION OF THE USE OF PATH (A PERSON-CENTRED PLANNING TOOL) BY EDUCATIONAL PSYCHOLOGISTS WITH VULNERABLE AND CHALLENGING PUPILS [https://inclusive-solutions.com/blog/evaluation-use-path-educational-psychologists-margo-bristows-doctorate-2014/]  The findings indicate that PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] impacted positively and pupils attributed increased confidence and motivation to achieve their goals to their PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/]. Parents and young people felt they had contributed to the process as equal partners, feeling their voices were heard. Improved pupil- parent relationships and parent-school relationships were reported and the importance of having skilled facilitators was highlighted. Although participants were generally positive about the process, many felt daunted beforehand, possibly due to a lack of preparation. Pre-PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/]planning and post-PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] review were highlighted as areas requiring further consideration by PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] organisers. Recommendations to shape and improve the delivery of PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] are outlined together with future research directions.

To facilitate a group, family, team or organisation in thinking together around a given challenge or issue here is an opportunity to experience for real the person centred, futures planning tool – MAP [https://inclusive-solutions.com/product/maps-process-step-by-step-guide/] (Pearpoint, Forest et. al. 1989). This is a process not a training day. Let us facilitate your planning and refocus your story whilst strengthening you and your group. This tool uses both process and graphic facilitation to help any group develop a shared vision and then to make a start on working out what they will need to do together to move towards that vision. MAPS [https://inclusive-solutions.com/product/maps-process-step-by-step-guide/] are great for threshold moments. * Is your team stuck? * Want to move on, haunted by the past cannot get any useful dialogue about the future? * Facing a challenging transition into a new school or setting? * Leaving school? * Bored with annual reviews, transition plans and review meetings? * Want to find a way of making meetings and planning feel more real and engaging? * Need an approach, which engages a young person respectfully together with his or her family and friends? * Want the ultimate visual record of the process of a meeting, which will help everyone, keep track? * Want to problem solve and plan for the future of a small or large group, service or organisation up to the size of an LEA LEARNING OBJECTIVES 1. To create a shared vision 2. To talk through the story so far and reflect upon it 3. To name the worse nightmares that will block progress 4. To strengthen the group by focussing on gifts and capacity 5. To detail needs 6. To specify an Action Plan 7. To create a visual graphic record of the whole event COURSE CONTENT The MAP process has 6 Steps: 1. The story so far. The group is required to think back over the years to describe their collective experience of changes and events over time within their settings. Stories and events are recorded on the graphic. 2. Building Shared Dreams. The group thinks together about what they would love to see happening for children, families and practitioners in their settings if they could have it all. If there were no constraints on time, money, resources, people or anything else what do they see happening in their imaginations? The various ideas that the group comes up with are then recorded in key words, images and colours on the MAP [https://inclusive-solutions.com/product/maps-process-step-by-step-guide/] graphic. The purpose of this Step is to give the group a sense of direction, their North Star, an image of the place they want to work towards. 3. Nightmare. In this Step, the group imagines the worst scenarios. What is the opposite of their dreams? How bad could it get? This is a shorter but powerful process that can give some groups more energy than dreaming together. 4. Gifts and Capacity. In this Step the group is asked to take explicit stock of their capacities and what they already have going for them as they begin working towards the vision. This is a strong reminder for any group of the wealth of knowledge and experience that is already and always in the room. 5. Needs. In this Step the group is invited to begin to name some of the needs they will have if they are to move forward to wards the dream and away from the nightmare. 6. Actions. This is the final Step in the MAP [https://inclusive-solutions.com/product/maps-process-step-by-step-guide/] and calls for individuals within the group to name a range of very specific actions (however small) that they will take within a definite time scale. This is not a time for declaring good intentions or suggesting good ideas for someone else to do. The purpose of this Step is to end the MAP [https://inclusive-solutions.com/product/maps-process-step-by-step-guide/] process with a range of clearly understood actions that carry this planning process forward into the real world.

Learn how to create easy to read accessible person centred profiles for children of all ages and young adults. COURSE CATEGORY Person Centred Planning Inclusion DESCRIPTION Person centred planning is a way of expressing a set of inclusive values through a unique range of tools and techniques. The most easily used approach is called creating a one page plan or a person centred profile. All person centred planning tools and processes are driven by a commitment to achieve inclusive outcomes for the person whose plan it is, and the young people involved are always present throughout their planning session. The focus of all person centred approaches is the whole person irrespective of the label they carry. Two people, a process facilitator and a graphic facilitator, typically facilitate plans. The role of the support service staff in this work is as a facilitator not as an expert participant, problem solver, assessor or provider of consultation. One Page Plans are especially effective tools in planning and supporting children and young people with additional support needs and for through-care planning for young people who are looked after or accommodated. Over time person centred working will reveal areas of unmet need in current provision and thereby inform the ongoing strategic planning within any particular region. TESTIMONIALS > Be the first… LEARNING OBJECTIVES 1. To Explore the values underpinning person centred working 2. To show how One Page Plans naturally capture young people’s strengths and capacities 3. A demonstration of how person centred planning encourages meaningful consultation and participation with young people (particularly for those who cannot make their views known in typical ways 4. To show how Person Centred Planning leads to the building of stronger parent/school partnerships 5. To indicate how person centred planning can promote multi-agency teamwork and shared responsibilities 6. To increase understanding the how of process and graphic facilitation in person centred work. WHO IS IT FOR ? * Teachers and School Staff * Education Services * Social Care Staff * Health Professionals * Transition Coordinators * Family Support Workers * Link Workers COURSE CONTENT An introduction to the person centred planning tool of creating a One Page Plan We would stress that this is an introductory day and that participants will be expected to make plans for their own follow up and further practice of the tools covered in the course of the day. If you liked this course you may well like: PERSON CENTRED REVIEWS [https://inclusive-solutions.com/training/person-centred-reviews/]

Person-centred approaches are a core skills framework that articulates what it means to be person-centred and how to develop and support the workforce to work in this way. Developed in partnership with Skills for Health and Skills for Care, the Framework aims to distil best practices and to set out core, transferable behaviours, knowledge and skills. It is applicable across services and sectors and across different types of organisations. Person-centred approaches underpins existing dementia, learning disabilities, mental health and end of life care core skills frameworks. This subject forms standard 5 in The Care Certificate.

All you need to know about person centred planning with people with learning difficulties. We use the PATH process as a model of good practice.

One of the most frequent telephone queries we receive at Inclusive Solutions is from parents whose disabled son or daughter is about to make the transition from Primary to Secondary School. Typically there is a tale to be told of LA planning procedures that are too little and too late, and a severe lack of confidence from all parties that the transition will be successful. Little wonder that transfers from mainstream to special schools continue to peak at Year 7! COURSE CATEGORY Peer Support Strategic Work Visioning and Problem Solving Person Centred Planning DESCRIPTION One of the most frequent telephone queries we receive at Inclusive Solutions is from parents whose disabled son or daughter is about to make the transition from Primary to Secondary School. Typically there is a tale to be told of LA planning procedures that are too little and too late, and a severe lack of confidence from all parties that the transition will be successful. Little wonder that transfers from mainstream to special schools continue to peak at Year 7! Because of this we have put together a different kind of support plan that aims to maximise the chances of Primary/Secondary transitions being successful. In essence our approach brings together a person centred planning tool called ‘MAPS [https://inclusive-solutions.com/product/maps-process-step-by-step-guide/]’ and a ‘Circle of Friends’ recruited from within the Year 7 tutor group. The Circle of Friends forms the core of the MAPS [https://inclusive-solutions.com/product/maps-process-step-by-step-guide/] session and are central in developing (with parents and staff) a Plan for embedding the focus child in the new school setting. Community Circles bring together disabled and non disabled pupils in a network of mutual support. Peer support is an approach to impacting on inclusion and transition in primary and secondary schools by actively involving other pupils. Enjoy participating in a multi media workshop that will challenge, entertain and reach for your emotions. Watch young people doing their stuff! TESTIMONIALS > ‘It had a huge impact on all levels’ > ‘Very user friendly’ 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 ? * 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 explores the questions : * How can we improve our transition arrangements? * Practically how do we go about involving pupils in this process? * Do you have any fresh ideas on transition processes? Take a tour through this range of strategies for bringing about smooth transitions, meeting challenging emotional needs and to develop inclusion. * Circles of friends: peer support and inclusion. Pupils work to problem solve with and actively support the inclusion and behaviour change of one of their peers * Community Circles of Exchange and Mutual Support set up between disabled and non disabled group * Peer support, counselling and mediation: reduce bullying and address emotional needs as older pupils offer active listening support and interventions * Cross Age Mentoring: older pupils offer supportive mentoring to younger pupils in the same school or in feeder primary schools * MAPS [https://inclusive-solutions.com/product/maps-process-step-by-step-guide/] and PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] as person centred planning for transitions

The course is both theoretical and activity based in nature The participant will receive up to date research based information relating to Acquired Brain Injury and appropriate learning and behavioural & management strategies to use and coupled with person centred approaches can help promote recovery and positive self image.

This course will start by giving you an overview of some of the common types and causes of learning disabilities, characteristics and behaviours and how they affect people. We will consider which learning & behavioural strategies are appropriate and how using a person centred approach to care will get the best results and ensure that needs of the individual are effectively met. We also discuss overcoming the stigma attached to learning disabilities

Book our accredited Prevention and Management of Violence and Aggression (PMVA) in Healthcare course, meeting Restraint Reduction Network (RRN) training standards and BILD Act Certification. Equip yourself with essential skills to prevent and manage violence in healthcare settings effectively.

Care/Support planning will cover a range of topics including assessments, record keeping and managing information. The training will give your care and support workers the knowledge and understanding to effectively write a care plan for the people they support and ensure a clear log is kept ready for CQC inspections. Explore the key features of Care Planning including person centred planning and the promotion of personalised services including goal setting.