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The Homefinding & Fostering Agency Training Programme 2015.

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Presentation on theme: "The Homefinding & Fostering Agency Training Programme 2015."— Presentation transcript:

1 The Homefinding & Fostering Agency Training Programme 2015

2 Why you should attend Training Foster Care National Minimum Standards identify that: ‘Foster carers receive the training and development they need to carry out their role effectively’ Standard 20 The Homefinding and Fostering Agency’s expectation is that all foster carers should participate in at least four learning activities within a twelve month period. The preferred method is for foster carers to attend training courses, as this is an invaluable resource in developing understanding and sharing of experiences with other foster carers. In addition foster carers can access online training, reading materials and reflective discussions with their supervising social worker. It is required that all foster carers maintain a training record, which evidences their learning and the impact that this has on their practice. This is to be reviewed, alongside the personal development plan at the Annual Review. Detailed within the training programme are a range of courses, reflecting the diverse care provision within the foster carer role. There are a number of new courses, including mentor led workshops.

3 Training, Support and Development Standards National Minimum Standards 20.3 requires that: ‘Foster carers are able to evidence that the Training, Support and Development Standards have been attained within 12 months of approval. Fostering households may use the same evidence workbook’. The training programme supports the Training, Support and Development Standards for Foster Care and the Fostering Services National Minimum. To assist with the completion of the standards there are regular workshops and peer mentor support if required. Please discuss with your supervising social worker. Further information about the Standards can be found at: https://www.gov.uk/government/collections/guidance-for-foster-carers Training, Support and Development Standards - Workshops

4 Course Participation Guidance  Have respect for others / listen to what others have to say  Do not use offensive or discriminatory language or behaviour  Aim to have reasoned discussion and make your own comments relevant and constructive  Try not to use jargon, but if you do please explain clearly what it means  Switch mobile phones off or put on silent. If you need to take a call, please discuss with the trainer beforehand and minimise any disruption  Respect the confidentiality of what you hear and see on the courses and do not share this information with others in a way that will identify the source of the information or disclose other personal information  Some of the course content may refer to difficult or stressful incidents in people’s lives. If you are affected, then please manage it in a way that is best for you, including taking time out.

5 January 29 th Motivational Strategies for Working with Young People, Part One 10 to 2.30 Lifetrain February 12 th Motivational Strategies, Part Two 10 to 2.30 Lifetrain 26 th Parent and Child 10 to 2 Social Care Training Hub March 12 th Safeguarding Children 10 to 1 Edify 19 th Nutrition & Hydration 10 to 1 Edify 24 th Staying Put 10 to 12 Mentor Led – Liz April 29 th /30 th First Aid 9.30 to 3 Cheryl Parkes May 5 th Therapeutic Conversation 10 to 12 Mentor Led – Claire 8 th Healthy Care 10 to 1.00 Michelle 14 th Learning through Play 10 to 1 Stephanie and Lorna June 11 th Working with Hostile Families 10 to 2 Social Care Training Hub 18 th & 19 th Solution Focused Brief Therapy 10 to 2.30 Lifetrain 30 th Passing on Basic Counselling Skills 10 to 12 Mentor Led - Yvette July 9 th Challenging Behaviour 10 to 1 Edify 16 th Introduction to Attachment 9.30 to 2.30 Bev Hodson August No training September 15 th Ten Top Tips for Caring for Troubled Children 10 to 12 Mentor Led - Claire 23 rd /24 th First Aid 9.30 to 3 Cheryl Parkes October 8 th Hidden Sentences 9.30 to 2.30 PACT 15 th E-Safety Awareness 10 to 1 Rebecca Avery November 10 th Life Story and Maintaining Memories 10 to 1 Mentor Led - Rebecca 17 th Placement Breakdowns 10 to 12 Mentor Led - Yvette 26 th Intervention Modules 10 to 2 Breaking the Cycle December 1 st Dealing with Anger 10 to 12 Mentor Led – Liz & Lisa

6 Mandatory Courses

7 First Aid Knowing what to do if a child is in need of emergency medical treatment is extremely useful. This is a two day course designed specifically for people caring for children and young people and covers unconscious casualty, choking and CPR, common childhood conditions such as head injuries, nose bleeds, febrile convulsions, medical conditions, asthma, epilepsy and meningitis. Also covered is correct stocking of a first-aid kit, documentation, burns and scalds, shock and wounds. You will gain:  A good basic knowledge of first aid techniques  A First Aid Certificate which is valid for three years

8 Cheryl Parkes (Angel Training) Cheryl has been a registered nurse since 2001 and has many years experience before that working in both nursing, residential homes as well as Children’s Day Nurseries. Originally trained as a paediatric nurse in the past Cheryl has provided First Aid and CPR training to children as young as 5 years old.

9 Safeguarding Children Few topics arouse such concern and utter disgust yet it is a fact that neglect and abuse of children is a reality in our society. This course alerts delegates as to the long term harm caused to child victims and the critical need to be aware of signs and symptoms and when and how to take action.  Introduction  Introductions & course overview  Course Content  Child protection defined  Legislation  Types of neglect and abuse  Warning signs and symptoms & consideration of other possibilities  Key behavioural changes  Managing disclosure  How to react  How to listen  Who needs to know?  Who can help?  Case studies  Reporting & records  The referral process  Intervention  Worked exercise

10 Edify Training Edify Training was founded in 2006 with the aim of providing highest quality training to the health & social care sector. At the heart of the business is a desire to be dramatically different from other providers in this sector. Their clients say that they are succeeding in this objective and they strive to increase the difference by constantly reviewing and updating their delivery methods. Training courses are highly interactive with delegate activities throughout. Distinctive, memorable, enjoyable. Their delegates may use different words but the message from them based upon their post course evaluations is clear: Edify Training stand out as different, and better for it.

11 E-Safety Awareness E-Safety is concerned with safeguarding young people (and indeed adults!) in the digital world. It is about learning to understand and use new technologies and Information Communication Technology in a positive way. E-safety is not about restricting children, but educating them about the risks as well as the benefits so they can feel confident and happy online. It is about being educated to be able to support and help young people. The Internet has become part of our everyday lives and is now easier to access than ever before. It is used for buying and selling goods, online banking, social media and finding information. Use of the Internet can also have risks. Young people are more at risk of exposure to inappropriate or criminal behaviour if they are unaware of the dangers. E-safety raises awareness of these risks. You will :  Understand some of the range of new technologies and be aware of how young people use them  See how technology has changed the way we all live and work  Understand how children use the internet, particularly with regard to Social Networking Sites and the benefits and risks involved.  Understand the benefits and risks in using new technology – for young people and adults.  Be equipped with information and know how to make yourself and young people safer

12 Rebecca Avery Rebecca Avery is an E-Safety Officer at KCC who works with Kent schools to help children, parents, carers and teachers understand on-line dangers and how to combat them.

13 Attachment By the end of this course you will have:  Been introduced to the basic principles of attachment and how children form attachments  Explored how these attachments affect children’s development, behaviour and relationships with others.  Considered the impact of interrupted development, trauma, separation and loss  Considered ways that you can support and care for children who have attachment difficulties. AIMS  To consider attachment in normal child development  To consider the effects of trauma on children and adolescents  To consider how we respond to trauma  To consider some of the difficulties children and young people face when they have attachment difficulties  To consider the effects of attachment difficulties on a child’s development  To consider the various types of attachment patterns and how these relate to children’s behaviour  Relating theory to practice – mapping out individual children’s needs and identifying the support and treatment they may require  To consider approaches and techniques to help develop a secure attachment, and to enhance children and young people’s ability to improve their social and emotional relationships and a more secure mental health

14 Bev Hodson Bev Hodson is an independent Drama therapist and trainer. She has worked with children in care and those who have experienced trauma and loss for over twenty years.

15 Healthy Care The physical and mental health of looked after children and young people is often poor in comparison to that of their peers who are not in care. This may affect their ability to benefit from education and life enhancing opportunities and have serious implications for their health and well-being in adulthood. YOU WILL GAIN:  A greater understanding of the broad determinants of health and what factors affect health and well- being at different ages.  An understanding of how the Healthy Care Programme and the National Healthy Care Standard can promote a healthy care environment in line with Government guidelines and help young people achieve one of the five outcomes described in ‘Every Child Matters’.

16 Specialist Courses

17 Motivational Strategies for Working with Children and Young People Introduction A dynamic and inspiring two-day course that will give you over fifty different tried and tested motivational techniques to use when working with hard to reach young people Course Aims  To utilise the best techniques from a range of specialist areas including neuro linguistic programming, lifecoaching, motivational interviewing and visualisation exercises.  To create a course that enables practitioners to motivate and move young people’s lives forward Course Content  Developing motivational strategies  Using Neuro Linguistic Programming to create change  Exploring coaching models to use as professional frameworks  Understanding "What is Motivation?"  Developing visualisation skills to increase motivation levels  Exploring solution focused language in relation to motivation

18 Solution Focused Brief Therapy Introduction Solution Focused Brief Therapy is an approach that is effective when working with young people. Research shows it can bring about lasting change on average in less than five sessions. It is enormously effective with young people experiencing difficulties around stress, depression, anxiety, drug and alcohol problems, and self-esteem Course Aims For practitioners to develop practical skills when working with young people using Solution Focused Brief Therapy. To gain an understanding of how to integrate Solution Focused Brief Therapy into daily working practices. Course Content  To assess barriers and focus on helping young people to see ways through them  To enable you to facilitate and support change, rather than take responsibility for it.  To understand the importance of language patterns and to develop conversational strategies to assist young people to access and act on their resources, potential and the possibilities for change.  The course will also include problem free talk, goal setting, method structure, exception finding, scaling, locating resources, building on strengths, coping, stopping things getting worse, self awareness, group dynamics, challenging and power, and dealing with difference.

19 LifetrainUK LifetrainUK offer a wide range of different courses and workshops designed to suit individual training needs. LifetrainUK enables people to learn in action and use those skills to benefit themselves and young people they work with. Their Trainers spend a substantial amount of time working with young people. This enables them to keep their courses fresh, relevant and practically based. LifetrainUK is also able to offer accreditation through the AQA Scheme.

20 Challenging Behaviour This course is for those who, during the course of their working day, could come into contact with persons who present challenging behaviours. Delegates will learn why such behaviours may arise and how to attempt to distract and de-escalate, and also to seek to minimise repeat episodes. The training is based around a non-physical intervention model. Course Programme  Challenging behaviour contrasted with violent or aggressive behaviour  Types of challenging behaviour  Reasons for challenging behaviours  Potential triggers  Recognising escalation (including in self)  Encouraging positive behaviours  Distraction methods  De-escalation methods  Post episode remorse  Post episode do’s & don’ts  Case study  Summary & evaluation

21 Nutrition and Hydration This course is suited to those who are involved in the planning and provision of meals. It provides a solid insight into the basics of good nutrition as well as providing practical guidance for how to put these into practice. Attending delegates will also consider hydration. Course Programme  Food Standards Agency  Eatwell plate  Labelling  How food affects us  Menu planning  Food additives  Eating regularly & times  The cost of poor diet  Hydration  Attitudes to foods & religions  Suitable choices  Snacks to enjoy, snacks to avoid  Wholegrain foods  Alternative foods  Food Hygiene & cooking methods

22 Edify Training Edify Training was founded in 2006 with the aim of providing highest quality training to the health & social care sector. At the heart of the business is a desire to be dramatically different from other providers in this sector. Their clients say that they are succeeding in this objective and they strive to increase the difference by constantly reviewing and updating their delivery methods. Training courses are highly interactive with delegate activities throughout. Distinctive, memorable, enjoyable. Their delegates may use different words but the message from them based upon their post course evaluations is clear: Edify Training stand out as different, and better for it.

23 Parent and Child Parent & child placements are provided to parents and their children to give them the best opportunity of staying together in care. Most commonly, placements are for mother and their baby but it can also be for the father and also older children. Parent & child placements are often an alternative to residential care and the social worker with a Local Authority may consider a parent & child placement as a preferred outcome for several reasons. The Parent and Child Course covers the following :  Identify and look at risk in a Parent & Child Placement  Practice safeguarding in your home confidently  Complete the appropriate assessment writing & documentation  Understand the importance of Placement Agreement Meetings

24 Working with Hostile Families This course aims to explore the challenges, obstacles, skills and solutions needed to work with highly resistant families. The course covers the following:  Understand the variety of ways in which families can fail to engage and cooperate, and explore some of the causes  Have an increased awareness of helpful strategies  Be clear about maintaining professional boundaries and keeping themselves safe  Be clear about the need to effectively assess risk factors affecting children who are being cared for by uncooperative adults  Understand the importance of multi-agency practice  Be aware of some practical strategies for managing the work

25 The Social Care Training Hub The Social Care Training Hub delivers training nationwide primarily within Children Services meeting the standards set by Ofsted. Each trainer has worked within their sector and the courses we deliver are fun, informative and interactive.

26 Hidden Sentences Hidden Sentence’ is a one day training course for any employees and volunteers working with families who may be affected by imprisonment. It is suitable for Troubled Families Teams, Probation staff, childcare providers, social workers and youth workers, play workers, health and mental health professionals, criminal justice practitioners, teachers, Jobcentre Plus staff and voluntary organisation workers. Participants will be able to: Explain the key workings of the prison system and evaluate the impact of imprisonment on the lives of prisoners’ children and families. Identify the wishes and support needs of prisoners’ children and families. Make links with, and engage resources and services in the Local Authority area from the public and voluntary sector that would meet these support needs. Describe how they will use the new knowledge and understanding they have gained to enhance their practice or practise more effectively.

27 Pact is a national charity which supports people affected by imprisonment. They provide practical and emotional support to prisoners' children and families, and to prisoners themselves. Pact provides services in 50 prisons across England and Wales. This includes Family Support Caseworkers, Visitors’ Centres, children’s play, tea bars, relationship and children education courses and resettlement projects. Pact also run training for prison, probation and local authorities

28 Intervention Modules in the Age of Social Pedagogy Course Aims This is a bespoke package to raise awareness and to empower participants to use effective intervention models to assist young people to achieve better outcomes. This course will introduce professionals to a range of effective intervention models that empower individuals to explore issues that affect their lives. We believe that engagement and participation are the best tools for learning. Using clear communication and lots of exercises we will give each course participant a clear understanding of the models and how to use them appropriately. Learning Outcomes  Introduction to social pedagogy.  Understanding different interventions and their theoretical underpinnings.  Provide professionals with evidence to inform assessment reviews and help with inspection procedures.  To allow participants to increase their range of effective interventions and to explore ways to use these with diverse service users.  Improving confidence and empowering participants in a manner that enhances effective practice

29 Breaking the Cycle

30 Learning Through Play As carers, you are the child’s most important educator, while they are in your care. Learning through play training is devised to help equip you with the skills to provide care and education for children and young people placed with you. Play helps children to learn and develop their physical, social, emotional, language and intellectual skills and as carers you are able to help support this learning through ‘doing and talking.’ Many children and young people who become looked after may have gaps in their learning and the training will give us an opportunity to think about how these gaps can be addressed, what activities can be offered to support play experiences for both the child and carer and to think about how the play experiences you offer can support regression and enable children and young people to experience these missed opportunities and address missed milestones. This particular training offers a refreshing look into how play can be provided to children of differing ages and stages of development and the importance of providing play within this framework. The session is aimed at all foster carers, caring for children with varying developmental needs.

31 Life Story Work and Maintaining Memories Life Story Work Course Aim: To support foster carers to help children and young people make sense of their past, and preserve their memories. Learning Outcomes: By the end of the course participants will:  Know the reasons for undertaking life story work and how it can help children and young people  Have explored their role within life story work  Have identified ways foster carers can help children and young people to communicate about the past, present and future

32 Life Story Work and Maintaining Memories Maintaining Memories Children who live with their birth families have the opportunity to know about their past and often have keepsakes, photos and mementos to help them form a picture of their childhood which will be invaluable to them as an adult. Children separated from their birth families are often denied the opportunity to understand their past, may have changed families, social workers, homes and neighbourhoods, their past may be lost, most of it even forgotten. What you will gain:  Participants will extend their knowledge and skills and have an understanding of different methods of helping children to record and maintain their memories.  We will consider the different types of information that can be collected and preserved for children and young people.

33 Mentor Led Workshops These workshops have been suggested by and involve a group of foster carers at the Agency who have gathered experience on different aspects of fostering. As mentors, we would like to share our experience and give other carers a real insight into the day to day practicalities of caring for children with differing problems. You will already have had training from other professionals on why children are in care, what the effects of early trauma can have on these children, what is expected of you and how to keep yourself and your family safe. These workshops will give an overview of what is involved in a specific type of fostering, what practical issues may occur, the strategies we used to overcome them with lots of useful information and ideas on the way. We want to share the reality, the frustrations, the solutions and the reasons we love it and keep coming back for more. These workshops are:  Effective Communication when Dealing with Anger (Lisa and Liz)  Passing on Basic Counselling Skills (Yvette)  Placement Breakdowns (Liz and Yvette)  Staying Put (Liz)  Therapeutic Conversation (Claire)  Top Ten Tips for Caring for Troubled Children and Young People (Claire)

34 AC Education (on line) Courses  Child Protection Awareness  Attachment and Loss  Equality and Diversity  Communicating with Children and Young People  Children’s Rights  Reflective Practice  Multi agency Working  Self-harming Behaviours  Secondary Trauma and Workplace Stress  Understanding Child Development  Transitions and Vulnerability  The Role of the Foster Carer  Kinship Care  Making Sense of Adolescence  Safer Foster Care  Sexual Development and Sexual Abuse  Sexualised Behaviour  Resilience and Recovery  Promoting Health and Development  Record Keeping in Foster Care  Working with Disabled Children and Young People  Education and Trauma  Promoting Positive Contact  Working as Part of a Team  Impulsive Behaviour  Children and Domestic Abuse  Children and Parental Mental Health Issues  Children and Parental Substance Misuse  Healing Environments  Men in Children’s Services  Child Protection Skills  Keeping and Sharing Information  Risk Management and Safer Working  Autism  Family Centred Working  Infection Control  Safe Use of Medication  Facilitation Skills  Food Hygiene and Nutrition  Physical and Learning Disabilities  Bullying  Therapeutic Care: Social Pedagogy  Vulnerable Children having Vulnerable Children  Foetal Alcohol Spectrum Disorder  Youth Justice System  Life Story Work


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