learning & practice...
TRANSCRIPT
Suite 2, i:Centre. Howard Way. Newport Pagnell. MK16 9PY. Telephone: 01908 299445 / 6. Email: [email protected] Web: www.daisyboggconsultancy.co.uk Registered in England & Wales. Reg No: 7300621
2017
LEARNING & PRACTICE DEVELOPMENT
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Introduction
Welcome to DBC learning and practice development and thank you for your interest.
We pride ourselves on delivering high quality learning and development services.
New courses for 2017 are highlighted and we are continually developing new
programmes based on the needs and preferences of our customers and participants.
Participant feedback is gathered following all courses and this is used to inform
developments and updates and is fed in to our internal quality assurance systems as
part of our commitment to continuous improvement.
For details about our trainers, their knowledge, skills, experience and areas of
interest, visit our website - http://www.daisyboggconsultancy.co.uk/our-people.html
This catalogue is arranged by subject and showcases our current range of offers,
additional programmes are added regularly and we are always happy to design
bespoke programmes and activities based on customer needs and preferences.
Please contact us for further details [email protected]
For details of all our activities, current projects and services please visit us online - http://www.daisyboggconsultancy.co.uk/index.html
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Why choose us?
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Contents Report writing ............................................................................................................. 7
Report writing for AMHPs. ....................................................................................... 7
MHRT Social Circumstances Reports. .................................................................... 7
Report writing for social workers / social care workers. .......................................... 7
MHRT and Report Writing for RCs and Nursing Reports. ....................................... 8
Skills training .............................................................................................................. 8
Group work ............................................................................................................. 8
Motivational Approaches – 2 days .......................................................................... 9
Cognitive Behavioural Approaches – 2 days .......................................................... 9
Brief Solution Focused Approaches ...................................................................... 10
Reflective Supervision .......................................................................................... 10
Effective Communication ...................................................................................... 11
AMHP Refreshers .................................................................................................... 11
Back to basics – revisiting core concepts of AMHP practice in preparation for
reapproval ............................................................................................................. 11
Substance Use & the Mental Health Act ............................................................... 12
Values & Ethics in Approved Mental Health Practice. ........................................... 12
The interface between Mental Health and the Criminal Justice system ................ 12
Mental health, risk and diversity. ........................................................................... 13
Mental Health Act Assessments and the Police – s135 & s136 ............................ 13
Working with Parental Mental Illness and the Mental Health Act .......................... 13
Autism, Asperger Syndrome and the Mental Health Act ....................................... 14
The Interface between the Mental Health Act, Mental Capacity Act & DoLS ........ 14
Assessing Children & Young People under the Mental Health Act 1983 .............. 15
AMHP Legal Update – CPD Refresher ................................................................. 15
Advanced Assessment & Interviewing Skills ......................................................... 15
MCA, DoLS and Young People ............................................................................. 16
AMHP Supervision ................................................................................................ 16
Personality Disorder and the Mental Health Act. ................................................... 16
Understanding the Mental Health Act – Mental Capacity Act interface ................. 17
AMHP work with the police ................................................................................... 17
Eating Disorder and the Mental Health Act ........................................................... 18
Cultural sensitivity and AMHP practice ................................................................. 18
Children & Young People ......................................................................................... 19
Evasive Families ................................................................................................... 19
PACE transfers, Children & Young People ........................................................... 19
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Children, Young People & Deprivation of Liberty .................................................. 20
General safeguarding for foster carers ................................................................. 20
Advanced safeguarding for foster carers .............................................................. 21
Record Keeping .................................................................................................... 21
Report Writing ....................................................................................................... 21
Reviewing s25 placements ................................................................................... 22
Child sexual exploitation ....................................................................................... 22
Child Neglect ......................................................................................................... 22
Difficult & Dangerous Families .............................................................................. 23
Delegated Authority .............................................................................................. 23
Analysis into Assessment ..................................................................................... 24
Domestic Abuse ....................................................................................................... 24
The dynamics of domestic abuse .......................................................................... 24
The impact of domestic abuse on parenting ......................................................... 25
Domestic Abuse and intimate partner violence ..................................................... 26
Working with parent perpetrators .......................................................................... 26
Managing adolescent risk – young people as perpetrators. .................................. 27
Working with victims ............................................................................................. 27
Domestic abuse and risk management ................................................................. 27
Mental Capacity Act 2005 ........................................................................................ 28
An Introduction to the Mental Capacity Act 2005 .................................................. 28
Working with the Mental Capacity Act 2005 .......................................................... 28
Capacity and Best Interest Decision making ......................................................... 28
An introduction to Deprivation of Liberty ............................................................... 28
BIA refreshers .......................................................................................................... 29
Risk Enablement ................................................................................................... 29
Substance use & capacity ..................................................................................... 29
BIA Refreshers & Skills Updates ........................................................................... 29
BIA - Return to Practice ........................................................................................ 29
Mental Health ........................................................................................................... 30
Understanding Mental Health ................................................................................ 30
Diversity in Mental Health – 2 day ......................................................................... 30
Safeguarding & Mental Health .............................................................................. 31
Mental Health & Substance Use. .......................................................................... 31
Drug & Alcohol Awareness ................................................................................... 32
Understanding Obsessive Compulsive Disorder ................................................... 32
Understanding Personality Disorder ..................................................................... 32
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Personality Disorder: A life course approach ........................................................ 33
Advocacy in mental health settings ....................................................................... 33
Understanding Dementia ...................................................................................... 34
Older people and mental health ............................................................................ 34
Understanding Korsakoff’s Syndrome ................................................................... 35
Risky Behaviour: Self Harm .................................................................................. 35
Working with Hoarding. ......................................................................................... 35
Social Care ............................................................................................................... 36
Understanding Help Seeking Behaviour ............................................................... 36
Care Act 2014 ....................................................................................................... 36
Advocacy & support .............................................................................................. 37
An introduction to the Police & Criminal Evidence (PACE) Act. ............................ 37
Appropriate Adult .................................................................................................. 37
Asset-based working ............................................................................................. 38
Cultural Sensitivity ................................................................................................ 38
Assessment & Care Planning ............................................................................... 39
Social Work CPD...................................................................................................... 40
Evidencing CPD for social workers: Developing a portfolio approach ................... 40
The PCF in Practice .............................................................................................. 40
Practice Supervision ............................................................................................. 40
Reflective Practice ................................................................................................ 41
Social Work CPD and the HCPC CPD Standards in Practice ............................... 42
Assessed & Supported Year in Employment (ASYE) ............................................... 42
Workshops for ASYE Supervisors ........................................................................ 42
Developing your ASYE portfolio ............................................................................ 43
Additional CPD Services .......................................................................................... 43
Group Supervision / AMHP Group Supervision .................................................... 43
ASYE Assessment & Programme Delivery / Coordination / QA............................ 43
AMHP Supervision ................................................................................................ 43
Social Work Supervision ....................................................................................... 44
Mentoring .............................................................................................................. 44
Development Sessions ......................................................................................... 44
Off-site Practice Education (PE) and Practice Development Education (PDE) ..... 44
Bespoke Module Development Option ..................................................................... 45
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Subject Course Title Learning Outcomes
Report writing Report writing for AMHPs.
* Report writing for BIAs is also
available
* Optional book available as course
hand out at an additional fee –
Bogg, D (2016)(2nd Ed) ‘Report
Writing’ published by McGraw-Hill
Education.
An understanding of the legal framework for providing reports.
An understanding of what should, and should not, be included.
An awareness of the framework for legal challenge and how
this applies to AMHP report writing.
An understanding of the Code of Practice and how this should
inform report writing for Mental Health Act assessments.
An understanding of the legal authority for AMHP decision-
making and how this should be evidenced within formal
reports.
MHRT Social Circumstances
Reports.
* Optional book available as course
hand out at an additional fee –
Bogg, D (2016)(2nd Ed) ‘Report
Writing’ published by McGraw-Hill
Education.
Increased awareness and understanding of the role and
purpose of the Mental Health Review Tribunal.
Knowledge of the legal rules governing MHRTs and the
requirements of professionals in responding to MHRT
requests.
Understanding of the purpose and requirements of social
circumstances reports.
Ability to structure and prepare a social circumstances report.
Report writing for social workers /
social care workers.
* Optional book available as course
hand out at an additional fee –
An understanding of the expectations and requirements of
formal report writing for social work/social care practice.
An awareness of the complexities of reports and the possible
implications of their own written communication skills.
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Bogg, D (2016)(2nd Ed) ‘Report
Writing’ published by McGraw-Hill
Education
The ability to structure and prepare reports based on clear
evidence.
Develop the ability to present an argument and professional
judgement
MHRT and Report Writing for RCs
and Nursing Reports.
Increased awareness and understanding of the role and
purpose of the Mental Health Review Tribunal.
Knowledge of the legal rules governing MHRTs and the
requirements of professionals in responding to MHRT
requests.
Understanding of the purpose and requirements of different
types of reports.
Ability to structure, prepare and present a aligned with the
legal requirements.
Ability to critically reflect on own report writing skills and
identify further development needs.
Skills training Group work
*Available as a 1 or 2 day
programme.
An understanding of the process of group formation – forming,
storming, norming and performing.
Awareness of the theory and evidence-base supporting group
work and group based approaches.
An awareness of group dynamics and the impact they can
have on individuals and groups.
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Develop the ability to work with and facilitate group activities
and take a critical approach to own practice and role within
groups.
Motivational Approaches – 2 days
* Also available as a 1 day
‘Introduction to motivational
interviewing’ programme.
An understanding of the stages of change model and how this
can guide intervention selection, including the key theory,
principles and philosophy underpinning a motivational
approach.
An understanding of the impact of values and beliefs on
behaviour choices and changes.
What is meant by ambivalence and how to approach it to
support self-efficacy.
An understanding of the barriers to communication and
relationship building, and strategies that can help to overcome
them.
Practice the micro-skills needed to effectively apply
motivational interviewing, including how to ‘roll with resistance’.
Cognitive Behavioural
Approaches – 2 days
* Also available as a 1 day
‘Introduction to Cognitive
Behavioural Approaches’
programme.
An increased understanding of the theory of, and evidence for,
CBT as an approach.
An understanding and application of how to apply the tools for
change can help to sustain change.
Practice the skills needed to effectively apply CBT to practice,
including planning and conducting behavioural experiments.
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An awareness of the impact of values and beliefs on making
changes
Integrating self-help approaches to support the worker-service
user interactions and maximise the potential for change.
Brief Solution Focused
Approaches
An increased understanding of the solution focused approach
Understanding how beliefs and values impact upon the
worker-service user relationship
Practice the skills needed to effectively apply BSFT into
practice.
An awareness of how best to support individuals to identify
and implement their own solutions.
An understanding of how to apply the tools for change such as
exceptions, scales and miracle questioning.
Reflective Supervision
Understand how critical reflection contributes to learning and
development.
Be able to apply a range of reflective models to learning and
clinical practice.
Have an awareness of preferred learning style and how this
influences development needs and reflective practice.
Understanding of tools that can be used promote reflection,
learning and good practice.
Development of key skills in reflective practice.
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Effective Communication
Identify and develop own communication styles and skills.
Improved awareness of how communication style impacts
upon others.
Increased awareness of the skills involved in developing
positive relationships
Identify which skills are most appropriate to be used in
communicating with diverse groups.
Apply a range of communication techniques within their social
interactions.
AMHP
Refreshers
Back to basics – revisiting core
concepts of AMHP practice in
preparation for reapproval
Overarching legal frameworks, including the Human Rights
Act, Equality Act, as well as the Mental Capacity Act and
Mental Health Act
Deciding whether a mental health act assessment is needed
Correct identification of the nearest relative, plus what
constitutes appropriate consultation, and talking to other
involved friends and family
Setting up assessments, including the use of a s135/6 and
other short term sections
Conducting assessments – introductions, communication skills
& joint working
Revisiting the criteria for detention under s2 & 3
The ‘AMHP criteria’ – maintaining and using a social
perspective in MHAAs
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Compulsion in the Community – DoLs, CTOs and the AMHP
role
Substance Use & the Mental
Health Act
Understand the term ‘dual diagnosis’ or ‘co-morbidity
To reflect on own prejudices and attitudes and consider how
these may impact on your assessment and decision making.
To consider substance misuse, social exclusion risk.
To think through how a co-morbid presentation may affect the
assessment process and available treatment options.
Values & Ethics in Approved
Mental Health Practice.
* Optional book available as course
hand out at an additional fee –
Bogg, D (2012) ‘Values & Ethics in
Mental Health Practice’ published by
Learning Matters.
An understanding of the theories underpinning the ethical use
of power and reflect on the role of the AMHP & the application
of values within this context
An awareness of how issues such as discrimination &
oppression, empowerment, equality, diversity & human rights
underpin decision making.
The ability to identify and consider the complexities involved in
balancing principles of autonomy & protection.
The interface between Mental
Health and the Criminal Justice
system
To encourage AMHPs to consider the issues raised when
people present via police stations – including assessments on
people who may have been misusing different substances
To help AMHPs understand the interface with the criminal
justice system and part 4 of the Act, and encourage them to
consider when to use the criminal justice rather than the
mental health system.
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Mental health, risk and diversity.
To consider the evidence base for risk in relation to areas of
diversity.
To critically reflect on own practice and the application of own
learning.
To revisit and refresh understanding of anti-discriminatory and
anti-oppressive approaches
To explore values and attitudes and consider how they impact
on mental health practice.
Mental Health Act Assessments
and the Police – s135 & s136
Understanding and applying the changes in practice
Understanding when assessments can be conducted within
private premises, and the legal frameworks available
Understanding police perspectives – ABC risk assessment,
cases in coroner’s courts
Places of safety
Assessments in Police Stations & Interactions with forensic
sections of the Mental Health Act. Which part of the Act?
Working with Parental Mental
Illness and the Mental Health Act
Consider the impact on the family of parental mental illness
Identify and exploring variables that influence outcomes
Consider service responses and whole family approaches
Consider the impact of the mental health act on the family and
how it functions.
Explore the empowerment – protection relationship when
working with families.
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Autism, Asperger Syndrome and
the Mental Health Act
To develop understanding of Autistic Spectrum Disorders and
the impact on life and learning and explore the effects on
mental health and well-being
To explore common behaviours, presentations and social
exclusion issues associated with A and AS
To increase awareness of how equality and diversity and
Human Rights issues can apply to individuals with A and AS
and explore anti-discriminatory practice issues
The Interface between the Mental
Health Act, Mental Capacity Act &
DoLS
have a greater understanding of the interface between the two
Acts
be able to explain how their working practices will be affected
by the legislation
be able to demonstrate how the Acts will affect their client’s /
service users
be able to use the legislation to establish which Act will be
most appropriate in which circumstances
be able to consider key issues affecting hospital admission
such as the compliant incapacitated informal patient
be able to demonstrate practical application of the Acts in a
number of case scenarios
have an understanding of how treatment decisions may be
affected by advance decisions, statements, wishes and lasting
powers of attorney.
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Assessing Children & Young
People under the Mental Health
Act 1983
Increased awareness of the revised Code of Practice
requirements when working with children and young people
and how these may apply in practice.
Increased understanding of the legal frameworks that interface
when assessing children and young people under the MHA.
Increased confidence in undertaking the AMHP role with
children and young people and an awareness of the key
factors that need to be considered in these circumstances.
AMHP Legal Update – CPD
Refresher
A refreshed and up to date knowledge of recent case law in
relation to
Increased understanding of part 3 of the MHA and the remit of
forensic mental health work
Increased understanding of the duties and responsibilities of
social supervisors.
Increased awareness of recent developments in relation to
CTOs, including the interface with mental capacity legislation
and DoLS.
An awareness of the provisions for ordinary residence under
the care act 2014 and its interface with the AMHP role
Advanced Assessment &
Interviewing Skills
A refreshed knowledge of best practice approaches to
interviewing and assessment skills.
An opportunity to reflect upon skills in working with interpreters
and translators as part of the mental health act assessment
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Skills practice in active listening and motivational interviewing
techniques
MCA, DoLS and Young People Understand the main provisions and underpinning principles of
the MCA, including deprivation of liberty.
An understanding of how Article 5 of the Human Rights Act
1998 applies to children and young people and how this
interacts with the scope of parental responsibility.
Understand how and when to consider Gillick competence,
assessment within the Fraser guidelines or the assessment of
mental capacity.
Understand the impact of recent court rulings for how children
and young people are supported and their behaviour managed
(inc. safe spaces and other forms of restraint)
AMHP Supervision An understanding of key reflective models and supervision
theories.
An understanding and awareness of statutory duties, employer
standards and evidence-base for effective supervision and
how this can be applied within the context of the AMHP role or
an AMHP service to promote good practice and staff
resilience.
Personality Disorder and the
Mental Health Act.
Understand what personality disorder means and how it can
present
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Consider the impact of labels, values and stigma
Understand risk and risk assessment with individuals
presenting with personality disorder
Consider how to respond and relate to individuals presenting
with personality disorder.
Increased understanding of working with Personality Disorder
under the Mental Health Act 1983
Understanding the Mental Health
Act – Mental Capacity Act
interface
have a greater understanding of the interface between the two
Acts
be able to explain how their working practices will be affected
by the legislation
be able to demonstrate how the Acts will affect their client’s /
service users
be able to use the legislation to establish which Act will be
most appropriate in which circumstances
be able to consider key issues affecting hospital admission
such as the compliant incapacitated informal patient
be able to demonstrate practical application of the Acts in a
number of case scenarios
have an understanding of how treatment decisions may be
affected by advance decisions, statements, wishes and lasting
powers of attorney.
AMHP work with the police understanding and applying the changes in practice
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Understanding when assessments can be conducted within private premises, and the legal frameworks available
Understanding police perspectives - ABC risk assessment, cases in coroner's courts
Places of safety
Assessments in Police Stations & Interactions with forensic sections of the Mental Health Act. Which part of the Act?
Eating Disorder and the Mental
Health Act
Increased awareness of different forms of eating disorders and
how they might present.
Increased understanding of effective and available treatment
options
Understand how the legal framework applies to eating
disorders, including key case law relevant to this area
Understand how the persons’ presentation may affect the
assessment process and the used of the Act.
Cultural sensitivity and AMHP
practice
To increase the understanding and awareness of cultural issues in relation to the assessment of people from Black and Ethnic (B&E) minorities who have mental health problems
To consider diversity as a power issue and how this might impact on AMHP practice.
To raise awareness of the processes and responses to cultural diversity in a population.
To reflect on the cultures and cultural diversity in participants practice area and consider how this might impact on individual, family and community responses to both mental health and mental health services.
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To consider how organisational / professional cultures impact on individuals accessing services and the interventions / resources available.
To examine the evidence base for cultural competence and how it might enhance AMHP practice.
Children &
Young People
Evasive Families Develop a clear understanding of the meaning of evasive
families
Recognize the barriers that working with evasive families can
cause in keeping the children/young people at the centre of
their practice
Plan how to complete risk assessments which assess parental
capacity to change
Reflect on casework, using case studies provided by the
participants and SCR to improve their understanding and
practice
Identify information sharing and develop safe interventions
Identify and assess risk of specific harm to children/young
people living within these families
PACE transfers, Children &
Young People
Understanding the police system, and how people progress
through the system of arrest, interview and potentially charge
Understanding the circumstances in which police may ask for
alternative accommodation, including helping officers identify
the options available
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PACE ‘secure’ criteria & general criteria for transfer to local
authority care
S25 Children’s Act criteria
The legal status of children transferred into local authority care
Practical issues & responsibilities
Children, Young People &
Deprivation of Liberty
Understand how to apply this judgement to young people and
children
Understand the legal frameworks available to authorise care
and treatment of children and young people (Mental Health
Act, Mental Capacity Act, Children’s Act)
Using case studies and practical examples, help participants
consider how to make choices between different legal
frameworks
Consider some of the dilemmas that arise around
assessments, and how to work with these. For example,
concerns about stigmatising children, legal definition of mental
disorder, capacity vs immaturity in young people
General safeguarding for foster
carers
Explain what is meant by 'safeguarding' (including child
protection) and promoting children's welfare
Recognise who to consult within your agency
Identify what to do if you are concerned about a child
Demonstrate an awareness of current protocols and
procedures
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Advanced safeguarding for foster
carers
To help practitioners think critically and carefully about child
protection cases
To feel more confident in carrying out the responsibilities for
safeguarding in your role
By the end of the session you will be able to:
Describe the roles of other agencies in safeguarding children
Describe how you may manage a complex situation
Demonstrate an understanding of safeguarding procedures
Record Keeping To increase awareness of their responsibilities in relation to consistent and quality case recording
To equip participants with the skills and knowledge needed to recognise good record keeping
To enable participants to apply the requirements and expectations of the authority to the practice of staff they manage.
Report Writing An understanding of the expectations and requirements of
formal report writing for social work/social care practice.
An awareness of the complexities of reports and the possible
implications of their own written communication skills.
The opportunity to identify their own strengths and areas of
development in relation to report writing skills.
The ability to structure and prepare reports which are based
on clear evidence.
The ability to present an argument and defend their own
professional judgements within a report forma
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Reviewing s25 placements Discuss the reasons that young people are held in secure
accommodation on welfare grounds.
Classify the two criteria for locking young people up.
Explain the duties of the panel, the role of the Chair and Panel
Member.
Adopt best practice in Secure Accommodation Review
meetings.
Child sexual exploitation Understand what CSE is: its prevalence, signs and indicators.
Identify different grooming models and the process of grooming.
Recognise the impact of CSE on victims and families.
Identify the specific support needs of affected parents and carers.
Appreciate the importance of including parents and carers as partners in tackling CSE.
Identify what to do if you have concerns about a child or young person.
Child Neglect This course will assist qualified social workers to meet the the following outcomes aligned to the requirements of the KSS in the following areas:
Abuse and Neglect of Children.
Be able to recognise the risk indicators of…neglect; the impact of cumulative harm, particularly in relation to early indicators of neglect;
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Explain the concept of good enough parenting within the historical, cultural, political and social dimensions of parental abuse and neglect
Child Development
Understand that normative developmental tasks are different for each child depending on the interaction between environmental and genetic factors and apply a range of helpful strategies and resources to support children and families where there are difficulties.
Difficult & Dangerous Families Understand the variety of ways in which families can
hinder/challenge the ability of staff in safeguarding
They will be clear about maintaining professional boundaries
and practicing in a safe framework
They will use supervision appropriately
They will develop effective models of communication which
they can apply when faced with difficult situations
They will understand and work within a multiagency framework
and safeguarding plans
Delegated Authority Understand their roles and function under this policy
They will be confident in using their delegated authority in
relation to their roles
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They will be able to apply research within their roles
They will understand conflict resolution
They will apply delegated authority in the best interest of the
child/young person
Analysis into Assessment Confidence to plan and carry out an evidence based systemic
and strengths-based assessment, that involves children and
families without losing sight of risk by utilising the step-wise
assessment model
The ability to effectively analyse the information gathered
during the assessment process to make appropriate child-
centred decisions and inform both case management and
care-planning.
A transferable approach that can be used for early help, S17
and S47 assessments and care-proceedings.
Refresh the principles of good case recording and report-
writing.
Domestic Abuse The dynamics of domestic abuse Awareness of the various forms of domestic abuse – indicators,
risks and protective factors.
To understand the role of power and control in domestic abuse
and familiarity with some of the key models/theories associated
with power and control in interpersonal relationships.
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An awareness of the key models / theories underpinning modern
responses to domestic abuse, including identification of local and
online resources to support workers and victims.
Awareness of family dynamics and the impact of these on risk
and relationships within the family.
Understanding of the 2015 legal changes in relation to coercive
control.
The impact of domestic abuse on
parenting
A comprehensive definition of ‘Domestic Abuse’ and an understanding of the impacts of domestic violence on families and children including an outline around myths and stereotypes relating to perpetrators, victims and children.
Discussion about high profile SCR’s where domestic abuse/toxic trio are contributory factors and research on domestic violence and its impact.
Consideration of how the social work role contributes to both safeguarding adults and children, and effective strategies for social workers working with families where abuse is suspected or a known issue.
Refreshed awareness of the interface between safeguarding policies, Child Protection procedures and the referral protocols/strategies for partner agencies (MASH/MARAC).
Identifying the challenges of interagency working and identify how to build effective and inclusive strategies for multi-agency working for the benefit of children and their families.
The opportunity to reflect on the role and function of social workers in terms of ensuring children and their families’ rights (with safeguards) are in place, and enabling creative packages
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of support for families where domestic violence is an issue. The opportunity for social workers to understand and address their own perceptions around perpetrators and family’s where domestic abuse is an issue.
Domestic Abuse and intimate
partner violence
To understand current research findings in relation to the prevalence and nature of domestic abuse between young people, including young people as parents
To consider common attitudes held by young people towards domestic abuse and how to engage and challenge.
To explore some of the reasons why it is difficult for young people to recognise and disclose abuse in relationships.
To understand some of the ways in which young people may behave in response to abuse.
To understand the importance of risk assessment and safety planning, including the young person’s DASH
To understand the importance of child protection measures and of working with other relevant agencies.
To explore ways in which to engage with young perpetrators to support
them to understand the impact of their behaviours and consider ways to modify behaviour.
Working with parent perpetrators Understand how parenting capacity might be impacted by domestic abuse
Awareness of risk and techniques for risk monitoring and management in families where the parent may be the perpetrator of domestic abuse.
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Understanding of the evidence-base for intervening in families where the parent may be the perpetrator of domestic abuse.
The opportunities to reflect on values and beliefs associated with working with this complex group.
Managing adolescent risk –
young people as perpetrators.
The ability to identify and prioritise multiple risks and vulnerabilities when working with young people.
Provide practical tools for engaging young people in discussions about risk behaviour and strategies for minimising risk.
Can support parents and others to work together to manage and minimise risky behaviour.
An opportunity to reflect upon owns values and responses to working with young people and multiple risk behaviours.
Working with victims Understand how to work with families to develop protective
factors
Develop engagement skills
Understand the impact of attachment and attachment disorders
on domestic abuse and violence in families.
Understand the three-planet model and its application to practice.
Domestic abuse and risk
management
Understand and increase confidence in the assessment and
management of risk in complex family situations.
Understand the link between domestic abuse and safeguarding
issues.
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Understand the impact of the ‘toxic trio’ on the assessment and
management of risk.
Awareness of the use of DASH and DOM5 tools in practice and
how these can inform the planning process.
Mental Capacity
Act 2005
An Introduction to the Mental
Capacity Act 2005
An overview of the MCA
Understanding and applying the principles of the act
Understanding what is meant by capacity and how and when it
should be assessed
Understanding best interest decision making
Working with the Mental Capacity
Act 2005
Applying the principles
Acts of care or treatment under section 5
Best interest decision making
Mental capacity and the care act 2014
Working with advocates
Advance decision making
Lasting Power of Attorney
Capacity and Best Interest
Decision making
Assessment of capacity – applying the case law precedents
Best interests as a principle
Best interest checklist – section 4
When it’s not a best interest decision – exclusions and
deprivations of liberty/
An introduction to Deprivation of
Liberty
Understanding the principles of article 5 and the Human Rights
Act 1998
Identifying a deprivation liberty
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DoLS processes and roles
An understanding of key case law – Cheshire West and Neary.
BIA refreshers
Risk Enablement Consider a person-centred approach can be taken to assess,
identify and manage risk and identify how risk enablement
principles can be applied to risk assessments and positive risk
taking
Consider the term duty of care, and how this links to other
requirements
Consider risk enablement in the context of the BIA role.
Substance use & capacity to understand and be able to identify people who may have an
alcohol related dementia
to understand how people with such dementias are most likely
to present.
to think through how this may affect the assessment process.
BIA Refreshers & Skills Updates
Update knowledge in relation to recent rulings.
Understand the impact of recent developments on BIA
practice.
Consider the role of Human Rights in Deprivation of Liberty
and best interest decision-making.
An awareness of the importance of consultation within best
interest decision-making.
BIA - Return to Practice Refresh practice skills for undertaking DoLS and BIA
processes
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Update knowledge in relation to recent rulings.
Understand the impact of recent developments on BIA
practice.
Reflect & Analyse upon Best Interest decision-making.
Consider Article 5 & 8 within the context of DoLS and the
various roles and processes (including RPR)
Consider the role of Human Rights in Deprivation of Liberty
and best interest decision-making.
Mental Health Understanding Mental Health Increased awareness and understanding of common mental
health issues.
Increased confidence when dealing with individuals who may
be experiencing mental health problems.
An understanding of how mental health issues can affect an
individual’s life.
An understanding of the social exclusion and discrimination
issues associated with having a mental health problem.
Diversity in Mental Health – 2 day To understand concepts of discrimination and oppression
To be able to demonstrate an awareness of how experiences
of discrimination and oppression may be internalised and
impact on an individual’s emotional and environmental well
being
To make a critical analysis of research and policy relating to
particular oppressed groups – race, culture, gender, sexuality
and physical disability
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To be able to apply their understanding of discrimination,
oppression and power across diverse and minority oppressed
groups
To develop reflective practice in relation to critically evaluating
their personal and professional value base in relation to
AOP/ADP
To identify and discuss relevant legislation, and how this
impacts on both the organisation and the worker
Identify and put into practice the principles of needs-led
assessment within the context of empowering and anti-
oppressive practice.
Safeguarding & Mental Health To consider what is safeguarding within the context of mental
health
To explore principles of empowerment and how they relate to
safeguarding processes
Understand the role of prevention and early intervention.
Awareness and understanding of the impact of capacity on
safeguarding processes and interventions.
Mental Health & Substance Use. An understanding of the common mental health problems and
models.
An understanding of how drug and alcohol problems and
mental health problems interrelate.
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An awareness of risk and capacity issues when working with
co-existing conditions.
Knowledge of potential interventions and the impact of social
context on treatment effectiveness.
An understanding of the recovery model as applied to mental
health & substance use (dual diagnosis).
Drug & Alcohol Awareness Increased awareness of common drugs of use, including
alcohol, including trends, patterns and prevalence.
Awareness of signs, symptoms and effects of common drugs
and alcohol.
Ability to reflect on own attitudes and values and consider the
impact on practice.
Awareness of impact of different types of drugs/ different
patterns of use on health, social and psychological wellbeing.
Understanding Obsessive
Compulsive Disorder
Define and understand the basis of OCD
Understand causation, symptoms, effects and treatment
options.
Explore the individual’s’ experience
An awareness of how best to support individuals with OCD,
Understanding Personality
Disorder
Understand what personality disorder means and how it can
present
Consider the impact of labels, values and stigma
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Understand risk and risk assessment with individuals
presenting with personality disorder
Consider how to respond and relate to individuals presenting
with personality disorder.
Personality Disorder: A life
course approach
An understanding of the links between child and adolescent
mental health and personality disorder in adulthood.
An awareness of factors such as attachment and family
systems and how these can impact on values, beliefs,
personality, mental health and social functioning.
The ability to identify risk factors associated with unstable
attachment.
An understanding of the power relationships and dynamics
and the impact these can have on mental health and
wellbeing.
An understanding of the key symptomology associated with
personality disorders and the impact of professional and social
values on the responses to these.
An understanding of motivational approaches and their utility
when working with this group.
Advocacy in mental health
settings
Understand the various advocacy and safeguard roles that are
built into the mental health and mental capacity act
frameworks including the Nearest Relative, RPR, IMCA and
IMHA roles and the duties of each.
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Understand the interaction between Nearest Relative and
Parental Responsibility for patients under the age of 18.
Consider when advocacy should be provided and the role of
the social worker as an advocate within the organisation.
Understand and identify Nearest Relative and RPR roles,
criteria and responsibilities including how practitioners may be
required to work with, support and facilitate individual’s access
to formal advocacy provision.
Understanding Dementia Understanding the different types of dementia
Awareness of signs and symptoms
Understand effective approaches for engagement
Awareness of the interaction between the MCA and
safeguarding
Overview of MCA and DoLs
Older people and mental health Have an awareness of the most common functional mental
health difficulties that effect older people.
Understand the links between older people, depression and
substance misuse,
Understand the issues associated with an aging population,
and how this effects the transition of service users from adult
to older people services.
Understand the social exclusion and diversity issues
associated with older people’s mental health
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Understand the impact of your own beliefs and values on your
response and actions as a worker.
Understanding Korsakoff’s
Syndrome
Increased awareness and understanding of Korsakoff’s
syndrome
What causes KS
Understanding of how KS develops
Knowledge of the common symptoms including Wernicke's
encephalopathy
Who is affected by this condition
What treatment is currently applied
Understanding of the possible link to Alcohol related dementia.
Risky Behaviour: Self Harm Consider what self-harm means – its definitions, functions and
presentation.
Increase awareness of treatment options and what can be
helpful – including responding to crisis situations
Increase awareness of risks, signs and patterns of behaviour.
Consider the impact of cultural and social situations.
Working with Hoarding.
An increased understanding of hoarding as an obsessive-
compulsive disorder and ability to identify risks and indicators
associated with hoarding behaviour.
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Increased skills in the assessment and management of risk
and engagement with people at-risk as a result of hoarding
behaviour.
Understanding of the change cycle and motivational
techniques to support relationship building and strategies to
address hoarding behaviour.
Development of skills and strategies needed when supporting
individuals who hoard / are at risk of hoarding, including the
approach taken by the Fire Service (clutter ratings).
Social Care Understanding Help Seeking
Behaviour
• Understand better why people are asking for help.
• Recognise the difference between listening and hearing.
• Be able to identify and use appropriate language.
• To better manage frustration (yours and theirs)
• Understand and recognise the impact of values.
• Understand internal and external locus of control
• Managing your power
• Using non-threatening challenge
Care Act 2014
Range of programmes available
tailored to meet the needs of your
workforce
e.g.)
Implications for Managers,
Care Act for safeguarding boards,
working with transitions
.
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Contact us to discuss your specific needs
Advocacy & support Understand the different models of advocacy and how these
can be applied in participants own service settings
Understand the expectations of different advocacy roles
An increased awareness of how to develop and promoting
self-advocacy
An increased ability to assess and define advocacy needs and
tasks
Understand and identify how personal values can impact upon
advocacy and the advocacy relationship
Understand and apply the boundaries of the advocacy
relationship.
An introduction to the Police &
Criminal Evidence (PACE) Act.
Increased knowledge of the key principles and relevant
provisions of PACE
Understanding of the regulations and procedures within the
PACE codes of practice
Awareness of the rights and protections within PACE for
vulnerable adults and young people.
Appropriate Adult Understand and recognise the experience of Custody for
vulnerable individuals.
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Understand the rights of individuals in custody.
Understand the complexities of the role of the Appropriate
Adult.
Increase awareness of the responsibilities and code of practice
for PACE.
Understand how to facilitate communication.
Understand the role and limitations of advocacy with the
Appropriate Adult role.
Asset-based working
• To contextualise the change to an asset-based approach in
adult social care
• To increase awareness and understanding of the duties and
powers embedded in the Care Act 2014 for assessors and
support planners.
• To understand the meaning of ‘well-being’ within the Care Act
2014
• To explore what is meant by ‘appropriate and proportionate’
interventions
• To increase understanding of key elements of a strengths
based, person-centred assessment and support planning
process and be able to apply this to practice.
Cultural Sensitivity To increase the understanding and awareness of cultural
issues in relation to the assessment of people from diverse
backgrounds
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To consider diversity as a power issue and how this might
impact on practice.
To raise awareness of the processes and responses to cultural
diversity in a population.
To reflect on the cultures and cultural diversity in participants
practice area and consider how this might impact on individual,
family and community responses to health and social care
needs.
To consider how organisational / professional cultures impact
on individuals accessing services and the interventions /
resources available.
To examine the evidence base for cultural competence and
how it might enhance practice.
Assessment & Care Planning Understand the legal framework for social care assessment
and the duties and responsibilities of social services authorities
under the Care Act 2014
Understand and apply good practice in social care
assessment.
Understand what is meant by holistic assessment and how this
is applied in practice.
Apply assessment outcomes to care planning processes.
Understand eligibility under the Care Act 2014 and how this
relates to assessment processes
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Social Work
CPD
Evidencing CPD for social
workers: Developing a portfolio
approach
* Optional book available as course
hand out at an additional fee – Bogg
& Challis (2016)(2nd Ed) ‘Evidencing
CPD: A Guide to Building your
Social Work Portfolio published by
Critical Publishing
Understand and apply critical reflection to practice, including
an awareness of a range of tools to support learning in
practice.
Consider the role and purpose of your portfolio and what it
needs to demonstrate.
Understand the role of the PCF and how it can be used to
shape and guide development plans and activities.
Develop and map out own development needs and portfolio.
The PCF in Practice
Understand the role of the Professional Capabilities
Framework (PCF) as the framework for professional
development.
Reflect upon, and take a holistic view of your own, and others
capabilities across the PCF domains.
Understand holistic assessment and how capabilities can be
evidenced
Understand how the PCF can be used as a tool for
supervision and performance
Reflect upon and identify further learning or development
needs
Practice Supervision
*Available as a 1 day or 2 day
programme.
Understand and apply the variety of different approaches and
theories of supervision, including the evidence base
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underpinning supervision and the historical development of the
concept in social care.
Understand the different positions taken on whether
managerial and practice supervision should be combined or
kept separate.
To explore practical structures within which to plan and
implement a practice supervision relationship including the use
of agendas and methods of recording supervision sessions.
To enable potential supervisors to understand the different
styles they might use within supervision in order to affect
agreed aims.
To understand the importance of supportive supervision whilst
developing a clear structure within which it can be
constructively boundaries and implemented.
Reflective Practice
Understand how critical reflection contributes to learning and
development.
Be able to apply a range of reflective models to learning and
clinical practice.
Have an awareness of preferred learning style and how this
influences development needs and reflective practice.
Understanding of tools that can be used promote reflection,
learning and good practice.
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Social Work CPD and the HCPC
CPD Standards in Practice
To have a good understanding of the professional registration
requirements and how to record meeting these requirements,
including understanding how these registration requirements
are linked to the PCF.
An introduction to CPD and the standards required from
TCSW and HCPC.
To Increase participant's confidence in identifying and
strengthen their own Learning styles,
To understand the role of critical reflection in developing an
approach to CPD.
To support participants in the development of their portfolio of
evidence for CPD.
For participants to understand how complete the HCPC written
profile if audited.
Assessed &
Supported Year
in Employment
(ASYE)
Workshops for ASYE Supervisors
Understand the requirements and expectations of the ASYE
Programme
Understand the role of supervisor / manager within the ASYE
programme
Understand what is meant by holistic assessment
Understand how the PCF is used to support development and
assessment
Explore minimum standards and sufficiency of evidence.
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Developing your ASYE portfolio
To have a good understanding of the professional registration
requirements and how to record meeting these requirements,
including understanding how these registration requirements
are linked to the PCF.
An introduction to CPD and the standards required from
TCSW and HCPC.
To Increase participant's confidence in identifying and
strengthen their own Learning styles,
To understand the role of critical reflection in developing an
approach to CPD.
To support participants in the development of their portfolio of
evidence for CPD.
Additional CPD Services
Group Supervision
/ AMHP Group
Supervision
Small group facilitation (4-6) for time-limited or longer term group supervision, with a focus on critical
reflection and professional development.
Small group facilitation (6-8) focusing on AMHP issues and practice development – time-limited or
longer term with a focus on AMHP competencies, critical reflection and professional development.
ASYE Assessment
& Programme
Delivery /
Coordination / QA
Independent assessment for ASYE portfolios including portfolio review, direct observation and
progress reviews leading to final report preparation.
Design, delivery and quality assurance of ASYE programmes / partnerships
AMHP Supervision Individual practice supervision focusing on the AMHP competencies and PCF capabilities. Including
on-going supervision, portfolio / approval preparation, development and performance support.
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Contact us for more details, we are always happy to develop bespoke programme.
Social Work
Supervision
Individual practice supervision focusing on PCF capabilities. Including on-going supervision,
development and performance support.
Mentoring and
Coaching
Individual mentoring and coaching with a focus on social work professional development planning and
CPD.
Development
Sessions
Time to reflect on the social work role and its positive contribution to mental wellbeing
Understand own role and responsibilities in promoting a social perspective in an integrated service.
A better understanding of the barriers and potential solutions provided by the various legal, policy and
professional frameworks (e.g. Care Act 2014, Roles of Mental Health Social Work 2013).
Identify opportunities for promoting a social perspective.
Off-site Practice
Education (PE)
and Practice
Development
Education (PDE)
PEPS 2 or Practice Teaching qualification
Educators committed to reflective practice and supported in their own supervision and CPD.
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Bespoke Module Development Option.
Example: Co-production in Mental Health (6-session module developed with LA partner for new team within MH service)
Learning Outcomes Course Summary
Session 1:
Co-production – what is
it and what are the
benefits?
Understand what co-production is
Understand the difference between co-production and
engagement, participation and involvement
Identify the principles of co-production
Identify some of the barriers to meaningful co-
production
This first workshop is designed to set the context and
boundaries of the course overall. The session will focus
on the definition, benefits and principles of co-production
within a service delivery context and will support
participants to begin to consider how the approach could
be used within the primary care social work context.
Session 2:
Co-production in health
and social care contexts
To increase understanding of the importance of co-
production in the context of the Care Act 2014 and
other legislation and policy.
To increase understanding of co-production within
health and social care service delivery.
Increase understanding of the importance of co-
production in creating effective services
This second workshop aims to further contextualise the
learning from workshop one, with a focus on the
legislative and policy context within which co-production is
developed and delivered. The requirements and duties
set out in the Care Act, the MCA, and where appropriate
the MHA, will be considered.
Session 3:
Developing a shared
vision of co-production
To increase understanding of co-production
To improve knowledge and confidence of how to put
co-production into practice.
Identify some of the barriers to meaningful co-
production
Taking a team approach to begin to identify solutions
for these barriers.
Building upon the initial two sessions, this workshop will
support and facilitate participants to develop a shared
understanding and vision of a co-produced approach, and
consider how this can be applied to their specific practice
context across the team and service area, taking a
solution-focused approach to the potential barriers to
achievement.
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Session 4:
Working with Diversity in
co-production
partnerships
To increase understanding of the impact of equality
and diversity issues in achieving co-production within
service delivery.
To identify, and where appropriate develop strategies
to challenge discrimination and oppression within the
team and/or service, and within the wider community.
To improve knowledge and confidence of how to put
co-production into practice.
Working with equality, diversity and human rights issues
are fundamental values underpinning a co-production
ethos and approach and these will be explored in this
fourth session in preparation for beginning to develop
plans and strategies to take back into the practice
environment.
This workshop will aim to support participants to work with
the challenges of organisational cultures.
Session 5:
Co-production into
practice – building on
strengths
Improve your knowledge and confidence about how to
put co-production into practice
Further increase understanding of the importance of
co-production in creating effective services and
application of this to own service area.
Understanding of key models and theories that
underpin co-production and which can be applied in
the participants practice context.
This fifth session takes the learning to date through the
programme and focuses on building partnerships with
users and carers and developing a shared vision based
on the strengths and assets of both the individuals and
the service. The session focusses on the practical
processes and tools required for co-production and will
explore some of the key approaches and models (e.g.
SCIE’s jigsaw model)
Session 6:
Co-production into
practice – action
planning
To improve knowledge and confidence of putting co-
production into practice.
Understand the applicability of key models and other
theoretical approaches to delivery of co-production in
participants practice context
Develop and agree next steps for planning and
implementation within the team.
The final workshop of this programme will provide the
opportunity for some reflective space, enabling
participants to work together to begin to action plan and
consider how this will be implemented into the practice
context.
The key focus of this final session will be to focus on how
the learning achieved will be used in practice.