TRAINING & DEVELOPMENT SERVICES COURSE CATALOGUE

Transcription

1 2016 TRAINING & DEVELOPMENT SERVICES COURSE CATALOGUE Suite 2, i:centre. Howard Way. Newport Pagnell. MK16 9PY. Telephone: / 6. Enquiries@daisyboggconsultancy.co.uk Web: Registered in England & Wales. Reg No:

2 Introduction Welcome to DBC training options and services and thank you for your interest. We pride ourselves on delivering high quality learning and development services. New courses for 2016 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 - This catalogue is arranged by subject and showcases our current range of courses, additional programmes are added regularly and we are always happy to design bespoke courses based on customer needs and preferences. Please contact us for further details enquiries@daisyboggconsultancy.co.uk

3 Contents Report writing... 6 Report writing for AMHPs MHRT Social Circumstances Reports Report writing for social workers / social care workers MHRT and Report Writing for RCs and Nursing Reports Skills training... 7 Group work... 7 Motivational Approaches 2 days... 8 Cognitive Behavioural Approaches 2 days... 8 Brief Solution Focused Approaches... 9 Reflective Supervision... 9 Effective Communication AMHP Refreshers Back to basics - revisiting core concepts of AMHP practice in preparation for reapproval...10 Substance Use & the Mental Health Act Values & Ethics in Approved Mental Health Practice The interface between Mental Health and the Criminal Justice system Mental health, risk and diversity Mental Health Act Assessments and the Police - s135 &s136 changes. 12 Working with Parental Mental Illness and the Mental Health Act Autism, Asperger Syndrome and the Mental Health Act The Interface between the Mental Health Act, Mental Capacity Act & DoLS Assessing Children & Young People under the Mental Health Act AMHP Legal Update CPD Refresher Advanced Assessment & Interviewing Skills MCA, DoLS and Young People AMHP Supervision Personality Disorder and the Mental Health Act Understanding the Mental Health Act Mental Cpacity Act interface Children & Young People Evasive Families PACE transfers, Children and Young People 18 Children, Young People and Deprivation of Liberty.19 General safeguarding for foster carers Advanced safeguarding for foster carers Difficult & Dangerous Families... 20

4 Delegated Authority Analysis into Assessment Mental Capacity Act An Introduction to the Mental Capacity Act Working with the Mental Capacity Act Capacity and Best Interest Decision making An introduction to Deprivation of Liberty BIA refreshers Risk Enablement Substance use & capacity BIA Refreshers & Skills Updates BIA - Return to Practice Mental Health Understanding Mental Health Diversity in Mental Health 2 day Safeguarding & Mental Health Mental Health & Substance Use Drug & Alcohol Awareness Understanding Obsessive Compulsive Disorder Understanding Personality Disorder Personality Disorder: A lifecourse approach Advocacy in mental health settings Understanding Dementia Older people and mental health Understanding Korsakoff s Syndrome Risky Behaviour: Self Harm Social Care Understanding Help Seeking Behaviour Care Act Advocacy & support An introduction to the Police & Criminal Evidence (PACE) Act Appropriate Adult Assessment & Care Planning Social Work CPD Evidencing CPD for social workers: Developing a portfolio approach The PCF in Practice... 33

5 Practice Supervision Reflective Practice Social Work CPD and the HCPC CPD Standards in Practice Assessed & Supported Year in Employment (ASYE) Workshops for ASYE Supervisors Developing your ASYE portfolio Additional CPD Services Group Supervision / AMHP Group Supervision ASYE Assessment & Programme Delivery / Coordination / QA AMHP Supervision Social Work Supervision Mentoring Development Sessions... 37

6 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)(2 nd 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)(2 nd 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. Page 6 of 37

7 Report writing for social workers / social care workers. * Optional book available as course hand out at an additional fee Bogg, D (2016)(2 nd Ed) Report Writing published by McGraw-Hill Education 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 ability to structure and prepare reports based on clear evidence. Develop the ability to present an argument and professional judgement Skills training MHRT and Report Writing for RCs and Nursing Reports. Group work *Available as a 1 or 2 day programme. 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. An understanding of the process of group formation forming, storming, norming and performing. Page 7 of 37

8 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. 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. Cognitive Behavioural Approaches 2 days 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. An increased understanding of the theory of, and evidence for, CBT as an approach. Page 8 of 37

9 * Also available as a 1 day Introduction to Cognitive Behavioural Approaches programme. Brief Solution Focused Approaches Reflective Supervision 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. An awareness of the impact of values and beliefs on making changes Integrating self-help approaches to support the workerservice user interactions and maximise the potential for change. 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. Understand how critical reflection contributes to learning and development. Be able to apply a range of reflective models to Page 9 of 37

10 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. AMHP Refreshers Effective Communication Back to basics revisiting core concepts of AMHP practice in preparation for reapproval 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. 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 Page 10 of 37

11 Substance Use & the Mental Health Act 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 Compulsion in the Community DoLs, CTOs and the AMHP role 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 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 Page 11 of 37

12 at an additional fee Bogg, D (2012) Values & Ethics in Mental Health Practice published by Learning Matters. The interface between Mental Health and the Criminal Justice system Mental health, risk and diversity. Mental Health Act Assessments and the Police s135 & s136 rights underpin decision making. The ability to identify and consider the complexities involved in balancing principles of autonomy & protection. 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. 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 antidiscriminatory and anti-oppressive approaches To explore values and attitudes and consider how they impact on mental health practice. Understanding and applying the changes in practice Understanding when assessments can be conducted Page 12 of 37

13 Working with Parental Mental Illness and the Mental Health Act 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? 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. 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 Page 13 of 37

14 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 Assessing Children & Young People under the Mental Health Act 1983 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. 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 Page 14 of 37

15 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 Advanced Assessment & Interviewing Skills 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 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 Page 15 of 37

16 Skills practice in active listening and motivational interviewing techniques MCA, DoLS and Young People AMHP Supervision 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) 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. Page 16 of 37

17 Personality Disorder and the Mental Health Act. Understanding the Mental Health Act Mental Capacity Act interface Understand what personality disorder means and how it can present 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 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, Page 17 of 37

18 Children & Young People Evasive Families wishes and lasting powers of attorney. 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 PACE secure criteria & general criteria for transfer to local authority care Page 18 of 37

19 Children, Young People & Deprivation of Liberty General safeguarding for foster carers S25 Children s Act criteria The legal status of children transferred into local authority care Practical issues & responsibilities 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 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 Page 19 of 37

20 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 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 Page 20 of 37

21 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 careproceedings. Mental Capacity Act 2005 An Introduction to the Mental Capacity Act 2005 Refresh the principles of good case recording and report-writing. An overview of the MCA Understanding and applying the principles of the act Understanding what is meant by capacity and how and Page 21 of 37

22 Working with the Mental Capacity Act 2005 Capacity and Best Interest Decision making when it should be assessed Understanding best interest decision making 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 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 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 Page 22 of 37

23 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 BIA - Return to Practice 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. Refresh practice skills for undertaking DoLS and BIA processes Update knowledge in relation to recent rulings. Understand the impact of recent developments on BIA practice. Reflect & Analyse upon Best Interest decision-making. Page 23 of 37

24 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 To be able to apply their understanding of discrimination, oppression and power across diverse Page 24 of 37

25 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 needsled assessment within the context of empowering and anti-oppressive practice. Safeguarding & Mental Health Mental Health & Substance Use. 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. An understanding of the common mental health problems and models. An understanding of how drug and alcohol problems and mental health problems interrelate. An awareness of risk and capacity issues when working with co-existing conditions. Page 25 of 37

26 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 Understanding Obsessive Compulsive Disorder Understanding Personality Disorder 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. 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, Understand what personality disorder means and how it can present Page 26 of 37

27 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. 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. Page 27 of 37

28 Advocacy in mental health settings Understanding Dementia 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. 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 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 Page 28 of 37

29 Older people and mental health Understanding Korsakoff s Syndrome 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 Understand the impact of your own beliefs and values on your response and actions as a worker. 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. Page 29 of 37

30 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. 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 Advocacy & support e.g.) Implications for Managers, Care Act for safeguarding boards, working with transitions. Contact us to discuss your specific needs Understand the different models of advocacy and how these can be applied in participants own service Page 30 of 37

31 An introduction to the Police & Criminal Evidence (PACE) Act. 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. 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. 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 Page 31 of 37

32 practice for PACE. Understand how to facilitate communication. Understand the role and limitations of advocacy with the Appropriate Adult role. Social Work CPD Assessment & Care Planning Evidencing CPD for social workers: Developing a portfolio approach * Optional book available as course hand out at an additional fee Bogg & Challis (2013) Evidencing CPD: A Guide to Building your Social Work Portfolio published by Critical Publishing 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 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 Page 32 of 37

33 portfolio. The PCF in Practice Practice Supervision *Available as a 1 day or 2 day programme. 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 Understand and apply the variety of different approaches and theories of supervision, including the evidence base 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. Page 33 of 37

34 Reflective Practice 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. 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. Social Work CPD and the HCPC CPD Standards in Practice Re-registration and CPD audits commence September 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, Page 34 of 37

35 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. 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, Page 35 of 37

36 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. Social Work Supervision Individual practice supervision focusing on PCF capabilities. Including on-going supervision, development and performance support. Mentoring Individual mentoring with a focus on social work professional development planning and CPD. Page 36 of 37

37 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. Contact us for more details, we are always happy to develop bespoke programme. Page 37 of 37