Search for Learning and Development Services and Pathways

This half day workshop aims to provide an opportunity for participants to understand more about the diagnostic category of personality disorder in order to better provide services and support that can make a positive difference to peopleðs lives.

It is aimed at all employees and managers of the Statutory, Voluntary and Independent sectors.

This is a workshop that is suitable for participants at all levels, mainly as an introduction to the issues, though it can also provide an update for staff who are already trained / more experienced in working with people with a personality disorder. It will draw upon personal experiences of receiving a personality disorder diagnosis and up to date evidence of helpful interventions and approaches.

The standard charge for this course is £49. Please refer to our Course Charges on the Home page for information on discounts and exemptions.

South Glos Council Staff - HOW TO REQUEST ZOOM ACCESS

This will be delivered via TEAMS and you will be sent an invite nearer the time.

This 1/2 day course is suitable for all staff who could potentially come into contact with individuals with Autism Spectrum Conditions.

Social care practitioners should attend both day 1 and day 2 (Autism - assessing the needs of autistic adults (for social work practitioners completing assessments under the Care Act 2014)).

Course Aims: Develop knowledge and competencies in working with individuals with Autism Spectrum Conditions.

The course is delivered by James Hennefeld, a specialist trainer who has experience in supporting people with ASC in a wide range of care settings, including residential, low secure and in the community. 

Previous delegates have said:
“It is essential that anyone coming into contact with people diagnosed with ASC attend this course”
“Trainer is extremely knowledgeable and training is delivered with passion and enthusiasm”

Topics: · Asperger Syndrome and how this relates to autism. · Effective communication. · Theory of mind. · Executive functioning. · Central coherence. · Sensory issues. · Social inclusion. · Service issues.

The standard charge for this course is £47.50. Please refer to our Course Charges on the Home page for information on discounts and exemptions.

Bitesize Threshold Workshop

A short workshop for all professionals working with children in South Gloucestershire to explore thresholds

Click here to join meeting

IMPORTANT: To complete your registration for this session please complete the pre-course preparation outlined below.

By booking onto this course, you are consenting to your contact details being passed onto the trainer.

The meeting will open at 9.15am, so that you can join the meeting in time to check that the technology is working prior to a 9.30am prompt start.

Pre-course preparation

1. Remind yourself about any Direct Payments recipients that you have worked with so you can share their & your experiences during the session

2. Have a look at the Direct Payments toolkit:
    http://intranet/content/communitycare/sections/toolkit/Individual%20Pages/Direct_Payments.htm

It contains the main DP practice guidance that covers national and local policy for DP. It also has other useful documents such as a step-by-step DP set up guide and guideline DP rates.

3. Watch this video: https://youtu.be/fDybiVXILxY

4. Have a read of (some of) Chapter 12 ‘Direct Payments’ of the Care & Support Statutory Guidance

Around 6 weeks after the session you will get the opportunity to reflect on your learning and will be sent a short questionnaire to complete. This is in the same format as the unstructured CPD log for Social Work England. Therefore in reflecting on your learning, you will also have content ready to paste into your CPD log for SWE!

The session will focus on Direct payments and our statutory duty to provide Direct Payments under the Care Act 2014. We will consider the benefits of a direct payment for adults, carers, professionals and the Local Authority as well as the challenges that may be experienced. A direct payment recipient will tell you about how it helps them to live a good life. We will explore the role of the Support Agencies and the logistics of setting up a direct payment. Denise Swain will be available to answer any questions that you have about setting up the finances.

This course is for teachers and teaching assistants in Reception classes.
Assessment and EYFS leaders may also wish to attend.

The Early Years Team will facilitate these sessions where schools can come together and discuss their judgements around children’s levels of development at the end of the Reception year.

The Early Learning Goals (ELGs) will be unpicked in detail and we will consider how areas interlink and the importance of a holistic approach to making judgements, in line with EYFSP requirements.

The sessions will focus on professional discussion and there is no expectation to bring along any evidence, although schools are welcome to do so and this can support conversations.

This will be an informal session to unpick assessment information and to ask questions and have discussions with members of the Early Years team as well as collegues from other schools.

The Purpose for the support groups



We realise that fostering can be really difficult at times. Perhaps the only people who really understand it are other foster carers and so therefore we want to give you a place to meet up.

There will be biscuits and/or cake, coffee, tea, and an opportunity for an informal chat at all of the meetings.

Although these will be informal meetings, each session will have a brief agenda, attendance list, and agreed group rules. This is to help those who don’t know anyone and feel awkward about coming along to a new meeting, to feel that they won’t be left alone on the side-lines.

Sometimes there will be speakers and topics as requested by the group, this will hopefully make it as relevant to your fostering as you like.

These sessions should be recorded on your Personal Development Plan (PDP).

• Increase understanding around race, racism and systemic racism as well as how it manifests in relation to social care specifically
• Exploring disparities from statistics that have been caused by systemic racism specific to social care and other core English institutions
• Understanding our own unconscious bias and social conditioning to help us better challenge ourselves, our thoughts and our beliefs
• A deep dive into white privilege, power & advantage
• Cultural awareness and how being aware of cultural norms can help us be more culturally competent when supporting people
• Learning what microaggression are and what we can do to mitigate against them and how to support somebody who has experienced a microaggression
• Exploring Language the nuances and connotations associated with some outdated terms
• How to be an anti-racism ally and what this means as an individual, team and organisation

• Increase understanding around race, racism and systemic racism as well as how it manifests in relation to social care specifically
• Exploring disparities from statistics that have been caused by systemic racism specific to social care and other core English institutions
• Understanding our own unconscious bias and social conditioning to help us better challenge ourselves, our thoughts and our beliefs
• A deep dive into white privilege, power & advantage
• Cultural awareness and how being aware of cultural norms can help us be more culturally competent when supporting people
• Learning what microaggression are and what we can do to mitigate against them and how to support somebody who has experienced a microaggression
• Exploring Language the nuances and connotations associated with some outdated terms
• How to be an anti-racism ally and what this means as an individual, team and organisation

This course is for teachers and teaching assistants in Reception classes.
Assessment and EYFS leaders may also wish to attend.

The Early Years Team will facilitate these sessions where schools can come together and discuss their judgements around children’s levels of development at the end of the Reception year.

The Early Learning Goals (ELGs) will be unpicked in detail and we will consider how areas interlink and the importance of a holistic approach to making judgements, in line with EYFSP requirements.

The sessions will focus on professional discussion and there is no expectation to bring along any evidence, although schools are welcome to do so and this can support conversations.

This will be an informal session to unpick assessment information and to ask questions and have discussions with members of the Early Years team as well as collegues from other schools.

This workshop is run by Sara Melia, Gill Smith and Robert Black Primary Mental Health Specialists, with many years of experience across CAMHS and Children’s services. They will guide you through to better understand Low mood and Depression and to support you with tips and tools to support your work with Children and Families. You will also be signposted to further organisations and support.