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Designed for: Practitioners and managers in adult social care

 
 
 
 

Designed for:

All adult and children and family social workers and managers.


Learning outcomes:

› To consider what "cultural competence" means to us (with a focus on race).


› To encourage the process of individual, interpersonal and organisational reflection which surfaces and explores problematic assumptions, routines and outcomes for Black, Asian and minority ethnic staff and service users.


› To support you in moving from "eggshells to allyship"; namely in creating (safe) courageous, inclusive, culturally competent workplaces where issues related to diversity can be openly discussed and addressed.

Designed for: Practitioners and managers in adult social care

This seminar is part of an online learning package which includes watching four pre-recorded films and reflecting on leadership issues. Please ensure you have set aside at least two hours to complete this before attending the live seminar.

Infection control – 3 hours

Aim - To provide information in order to practice safely and to protect individuals being supported, colleagues and self from infection

 

Learning objectives –

  • Explain the causes of infection and the methods of control
  • Identify the legislation and guidance associated with infection prevention and control
  • Describe employer and employee responsibilities
  • Explain safe practice and the use of PPE and personal hygiene
  • Understand the principles of decontamination and waste management. 

Assessments is via multiple choice at the end of the course. Pass mark is 9/12

 

Link to #mhTV - current, topical debates on a wide range of subject areas relating to mental health and well-being

People working with autistic people in any capacity.

This session will be delivered by an autistic person and as such attendees will gain the opportunity to reflect on sensory experiences from an autistic person’s perspective and how this may be different from their own in order to apply this to practice.

This training is for those Managers who need to have an understanding od Safeguarding within the context of an Adult Social Care Manager's role.
Designed for: All adult and child and family practice supervisors; team leaders.This seminar is part of an online learning package which includes watching three pre-recorded films. Please ensure you have set aside at least two hours to complete this before attending the live seminar.
 
Session for staff that contribute to Safeguarding Adult Reviews and Individual Management Reports

Duration – One day (9.30am to 16.30pm)

Target Audience – BCC Adult Social Care Managers Grade 4 and above only

Delivered via Microsoft Teams

Programme Objectives

  • Assess quality of current partnership and collaborative working
  • Audit strengths and shadows in relation to current partnership working and key relationships
  • Consider the implications for managers and supervisors in ensuring
  • relationship & partnership success within multi agency settings
  • Identify the interpersonal qualities required to undertake effective partnerships and positive relationships
  • Identify good practice in both partnerships and relationships within current context and ways of working
  • Explore how to manage challenges and negative emotions within relationships
  • Create a plan of action
 
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This training on Hoarding will support staff to network with other relevant agencies

Attending this course will enable managers and Senior Staff to comply with legal requirements (Management of Health & Safety at Work Regs 1999), as well as CQC outcomes for Risk Assessment in Safer People Handling.

It is designed for managers who have a responsibility for Safer People Handling Risk Assessments.

It is a Level 2 award in Principles of Risk Assessment.

It is certified by the HABC and assessed by a multi choice exam 

This training is for Safeguarding professionals (SP's and Managers) in BCC
Care (Education) and Treatment Reviews were developed as part of NHS England’s commitment to improving the lives of people with learning disabilities, autism or both, with the aim of reducing unnecessary admissions, unnecessarily lengthy stays in psychiatric hospitals, and reducing health inequalities. The purpose of the training is to support a system-wide understanding of Care (Education) and Treatment Reviews and to support a process of ensuring professionals are familiar and confident with supporting the process.

Final report of the Independent Review of the Mental Health Act 1983 (December 2018)

This course is aimed at social care staff, to gain more knowledge about working people who have ADHD

In order to obtain full compliance, you must complete and pass both Data Security Refresher and Cyber Security Refresher modules below.


This course must be accessed in Chrome


In order to obtain full compliance, you must complete and pass both Data Security Refresher and Cyber Security Refresher modules below.


This course must be accessed in Chrome


Today, understanding and responding to the needs of LGBTQ+ (Lesbian, Gay, Bisexual, Transgender and Queer +) people is no longer a case of good practice. It is an essential requirement for organisations providing services, whether in the private, public or voluntary sectors. New legal protections and changes in society mean that LGBTQ+ people are more visible in all walks of life and are more likely to expect treatment that is relevant and does not discriminate or exclude.

Evidence shows that older LGBTQ+ people have an increased likelihood of living alone and an increased need to be supported through older adult services. However, there are many reasons why older LGBTQ+ people are less likely to access the services they could benefit from.

Many of the challenges which face older LGBTQ+ people in later life are the same as for many older people. However, older LGBTQ+ people are also likely to face a range of other issues which make the experience of age and ageing more complex. Research has shown that many care organisations working with older people are often unaware of the issue’s older LGBTQ+ people face in later life and it is therefore important to raise awareness of these issues and to provide guidance on how these issues can be addressed.


Target Audience - BCC Adult Social Care Managers at Grades 4 and 5

These development sessions will be held using Microsoft Teams

The Directorate continues to support the organisation’s commitment to tackling racism and discrimination in the workplace.  The next stage of the strategy will be for  managers and officers at GR4 and 5 to attend facilitated equality, diversity and inclusion development sessions.

Change can be facilitated best when individuals and teams feel safe and supported in the change processes. This is important as ASC moves toward culture, systems and processes that address the racial disparities in the workforce data. The intention is for these workshops to be open to all, not segregated by race. 

Learning outcomes

  • Understand the various manifestations of inequalities in the lives of staff and people who use services.
  • Gain skill is critiquing their own thinking and that of others in relation to forms of discrimination, and become better equipped at challenge.
  • Gain skills in setting actions that address visible and invisible biases in the context of structural inequality.
  • Learn about the socio ecological model that links individual experience with systemic processes that mean that inequities are often invisible.
  • Understand the model of moving from ego-system to eco-system in structural change.
  • Be equipped to use and introduce Marshall Rosenberg’s model of Non-Violent Communication to contain conversations about discrimination with a focus on ongoing transformation,

Places will be allocated to each cohort on a first come first served basis

All officers at these Grades are encouraged to undertake the L3 Advanced Unconscious Bias training if you haven’t already and please promote attendance on the L1 and L2 training programmes to your teams.

Course test1
 
 

Safer People Handling

Aims:        

To train participants in safer people handling,

 Objectives: 

Examine principles of lifting and handling

Demonstrate methods of safe manual handling of people

Examine legal requirements         

Explore risk assessments Practice and demonstrate safe lifting techniques of people with a range of equipment

Target Audience:

Staff in Care Centres and Day Opportunities

This course is for candidates who are involved in the lifting, handling and moving of people in their work roles.


This course is a half- day training programme in the use of an adrenaline auto-injector; it allows participants to achieve a basic competency in responding to anaphylactic shock. It is assessed by the tutor on the day. Candidates at the end of the course have achieved a competent standard in the administration of adrenaline auto-injector and recognise how to manage the condition. The use of adrenaline auto-injector is becoming more common and a requirement for an organisation that may have a need to use this equipment within its day-to-day operation.

Candidates will have an EpiPen and anaphylactic safety certificate that is valid for 1 year.


Commentary

This course involves a mixture of group and individual work and requires the application of critical reflective thinking during the day. This course covers a range of interactive learning approaches and techniques, designed to enable staff to reflect upon their own practices and that of others. You will also be completing exercises during the day, and we will be examining practical application of communication theories in a professional setting


Aim of this one day programme

To be able to improve support for citizens with a range of disabilities


Target audience – BCC Adult Social Care Grade 4 Officers and above only

Duration - 3 days (delegates must commit to attending all 3 dates) when submitting a booking request.

The ODP™ wave one Workshops are building on the work undertaken within ASC over the last two years to establish a culture with a holistic approach to performance, to ensure clarity on what needs to be done, who is going to do it and how things are undertaken. The emphasis of a strong performance driven culture, working at pace with adult: adult relationships embedding coaching as a preferred conversation style.

 Through the workshops to :

  • Ensure understanding of ODP™ principles and behaviours in practice
  • Improve Confidence in modelling ODP behaviours individually and within own team
  • Modelling of ‘adult adult’ style conversations to encourage ownership and innovation- based on key behaviours of shared goals, people first and achievement
  • Apply and explore ODP™ behaviours within context of our key agenda items of Strengths based practice, Health & Wellbeing and Equality and Inclusivity

The three interrelated workshops seek to create and sustain a strong, cohesive, and supportive performance culture with the following principles modelled in behaviours:

  • Owning and Driving Outcomes
  • Embracing Innovation and Change/New ways of Working
  • Partnership and Connectivity ethos                  
  • Encouraging inclusion of different experiences and bias to add value to the whole
  • Support and Challenge ethos and behaviours

Why we need to look at performance from a people centred model, understanding context of change, Modelling ‘owning and driving’ own performance in practice - clarity re behavioural (qualitative) measures – theory to practice!

ii. Coaching for performance

Introduces the GROW model of coaching applied ‘In Time’ conversations. Practical session to practice in time coaching conversations as we move away from ‘grade or ‘go to’ technical expertise focus only’ and towards equity and empowerment style conversations with focus on individual responsibility and accountability invested in individuals. 

 iii ‘Crunchy conversations for performance

Considers more personal awareness of behavioural style in application when providing challenge and giving feedback in a way that improves performance, even when difficult.  Again, the focus Is on consistency of modelling the stated behaviours in practice 

Each person will be paired with a peer from within the cohort where they do not have a current line manager relationship – these will continue for 2 years to enable consolidation and practice of modelling new behaviours and approaches whilst developing partnership relationships and thinking.

 

Welcome to ‘Focus on Fraud Awareness’ - This eLearning module has been designed to help you recognise the signs of potential fraud and understand the steps that you need to take to ensure it is managed, investigated, and dealt with appropriately.  

The course will take about 45 minutes to complete.  We encourage all employees to undertake this module and hope you find it interesting and informative.

The purpose of this course is to provide all BCC employees with a broad and consistent understanding of fraud and how such crimes can be prevented.

On completion of the course, you should be better able to recognise potential fraud in your workplace and be aware of your responsibilities if you suspect it.    

Fraud is impacting on organisations in more diverse ways than ever before and is costing local authorities billions of £s every year. Beyond the substantial financial hit, however, the fallout from any fraud can be a damaged reputation with demoralised staff and mistrust in the minds of local residents and businesses. 

 

The course has 5 sections which respond to the following questions:

 

·       What do we mean by fraud?

·       Where are the key risks?

·       What’s different about corruption?   

·       What can Councils do to minimise the risks?

·       How can you spot a fraudster? 


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