Training - Popular Specialist courses

The Adolescence workshops are more relevant to those working within children’s services but may also be of interest to everyone.

Learning Outcomes

• To understand the role of executive functioning in the development of independence skills during adolescence for individuals with ASD.
• To learn about the areas an individual with ASD needs information on during adolescence, or if relevant, before adolescence, e.g. the concept of private/public and body parts.
• To learn about the different supports that can be used to develop their understanding in these areas.
• To learn about the types of supports to use to enable individuals with ASD to develop self-management strategies during puberty, particularly around the area of personal hygiene.

The Adolescence workshops are more relevant to those working within children’s services but may also be of interest to everyone.

Learning Outcomes

• To understand the impact of autism on the changing social demands during adolescence and how this presents in individuals with autism.
• To learn how autism affects an individual’s understanding of puberty including the physical changes that accompany this.
• To understand the role of communication/sensory sensitivities in coping with and managing puberty.

The Developing Independence Skills workshop is relevant to children and adults.

Learning Outcomes

• To define independence skills in relation to individuals with an autism spectrum disorder.
• To understand the role of executive functioning in the development of independence skills.
• To learn how to develop independence skills through a variety of strategies.
• To understand the role of visual supports in developing independence skills.

The Friendships workshop is more relevant to those working within children’s services but may also be of interest to everyone.

Learning Outcomes

• To understand what friendship means to an individual with autism.
• To understand the impact of autism on the development of friendships.
• To learn how to develop friendships through play.
• To learn how to develop friendships for adolescents with autism.

 

This Play and Intensive Interaction workshop is more relevant to those working within children’s services but may also be of interest to everyone.

Learning Outcomes

• To look at the role of intensive interaction in developing social interaction through play.
• To understand the role of play in child development and how autism can affect this.
• To learn how to develop play skills in children with autism using a variety of individualised strategies/supports.
• To understand why play is important for children with autism.

This Autism and Communication workshop is relevant to children and adults.

Learning Outcomes

• To understand the process of communication and where a breakdown can occur for individuals with an autism spectrum disorder.
• To understand the range of communication differences across the autism spectrum.
• To understand why different methods of communication are used by individuals with an autism spectrum disorder.
• To learn how we can support the understanding of individuals with autism and develop their independence

Learning Outcomes

• A general awareness of what communication is
• Different forms of communication
  • Verbal Communication
  • Active Listening
  • Body Language
  • Written Communication
• An understanding of some of the barriers to effective communication

This course is designed for supervisors involved in the supervision and appraisal of staff within the social care sector. Day one will cover the principles of supervision followed by a second day covering the concept and function of Annual Performance Appraisal.

The course can be delivered in 2 separate and stand-alone days if wished.

Learning Outcomes

By the end of the course, learners will …

Supervision

• Gain an understanding of the key functions of supervision
• Build their confidence in offering and receiving effective supervision
• Build their skills in supporting learning and development and promoting reflective practice
• Build their confidence in giving and receiving constructive feedback.

Annual Performance Appraisal

• Understand the purpose of appraisal
• Gain an understanding of the key functions of the Appraisal process and how this relates to ongoing supervision
• Consider the benefits of the Appraisal process both for individual recipients and employing organisation
• Be introduced to establishing outcomes based objectives in line with personal and organisational objectives and values.

Learning Outcomes

By the end of the course, learners should …

• Understand the meaning of “Equality” and “Diversity”
• Have an awareness of the legislation which exists to provide protection against discrimination on the grounds of disability, race, gender, age, religion, cultural background and sexual orientation
• Be more confident in dealing with issues of discrimination, inequality and prejudice in their working environment
• Know how to respond sensitively and appropriately to individual differences
• Have some ideas about empowering people and developing an inclusive society
• Be able to promote inclusiveness within their workplace to include people supported and their carers / families

This is a participative and exploratory course aimed at developing team cohesiveness and identifying strengths within a team. We use various theories and models to illustrate team and individual behaviours and explore approaches to managing conflict, managing change and promoting success.

Learning Outcomes

By the end of the course, learners should …

• Understand what is a team
• Understand what a team needs to do in order to function effectively
• Understand the team’s role in developing and maintaining the organisational culture
• Understand motivational theory and techniques
• Understand how to support team decision making
• Understand positions of power, influence and authority within a team
• Understand stress in the workplace and how this affects team performance
• Understand the impact of change on a team and how to manage change successfully

In addition to tutor input the course comprises of group participation exercises, individual exercises, a wordsearch, case studies and an optional assessment of the learning linked to relevant SVQ knowledge and understanding requirements.

Learning Outcomes

By the end of the course, learners should …

• Understand what causes infection
• Understand what spreads infection
• Recognise and be able to incorporate standard precautions for infection control and prevention
• Understand how to assess risk for the spread of infection
• Understand the need for procedures and protocols for infection control and prevention
• Have learnt an effective hand washing technique
• Understand personal and organisational responsibility / accountability
• Know about the relevant legislation and regulations in place for infection control and prevention

The Introduction to Autism workshop is relevant to children and adults.

Learning Outcomes

• To understand what the characteristics of an autism spectrum disorder are and how the impact of these are individualised.
• To understand the differences in presentation between Asperger Syndrome and autism.
• To understand the differences in presentation between females and males on the spectrum.
• To understand the impact of sensory integration on the individual.
• To gain knowledge of assessment tools to understand WHY a behaviour/communication occurs.
• To gain knowledge around the different types of interventions that can be put in place.
• To understand what a positive outcome for someone with an autism spectrum disorder is.

Everyone hopes that lone workers will be safe and usually they are. However accidents and incidents do happen from time to time and the results can be devastating for workers and organisations as well as the families and friends of those affected.

On the relatively rare occasions when disaster does strike a very common feature is the lack of basic understanding and procedures that would have prevented the tragedy. Workers and organisations either don’t know how to keep safe or their procedures simply aren’t followed. In particular many workers seem to be confused about risk itself, what it is and what to do about it. Only by thinking clearly about risks and hazards can we hope to make a genuine difference.

This course examines the principles of risk assessment and risk management designed to reduce both the likelihood of incidents and their severity if and when they do occur. Using simple language, case examples, quizzes and group exercises as well as limited traditional ‘teaching’ techniques the concept is explored and demystified into a practical and uncomplicated model.

Learning Outcomes

By the end of the course, learners should …

• Understand workers’ and organisations’ rights and responsibilities under the law (Health & Safety at Work Act 1974)
• Understand why there is an organisational policy on lone working
• Understand roles and responsibilities
• Understand what we mean by risk
• Understand what the Health & Safety Executive says about risk management

Learning Outcomes

By the end of the course, learners should …

• Understand the definition of risk in the context of social care and support settings
• Have an increased awareness of the legislation and guidance surrounding the management and assessment of risk in social care settings
• Understand their own accountability and responsibility for managing and assessing risk
• Understand the concept of “risk empowerment”
• Appreciate the importance of accurate record keeping for risk management.

This training explores what is meant by positive risk-taking, looking at how positive risk-taking can encourage, enable and empower individuals with disabilities to live their lives as they choose.

Learning Outcomes

By the end of the course, learners will have gained knowledge and understanding of …

• The importance of risk-taking in everyday life for individuals with disabilities
• Individuals with disabilities having the same rights as everyone else to take risks
• How to support individuals with disabilities to take decisions about risk-taking
• The importance of a positive, person centred approach to risk assessment
• The legal and policy framework underpinning an individual with a disability’s right to make decisions
• How to support individuals with disabilities to manage identified risk
• The importance of considering with an individual with disabilities the risks associated with the choices they make
• The importance of a partnership approach to risk-taking.

Our most popular and successful course. This is the course that expels more myths and changes more behaviour than any other.

The course is regularly updated to reflect legislation, Care Inspectorate guidance and other relevant sector policy guidance. This improves knowledge, practice, safety, confidence and ultimately can reduce the amount of errors you have to investigate.

Costs

One day “in house” course delivered to organisation’s premises £700 (up to 12 people).

“Open” course (ARC arranges venue and individuals can attend from any organisation) £95 per person.

“Train the Trainer Course” (suitable for those with a training responsibility within organisations) £250 per person, includes trainers manual and guidance and CDROM) This is sold on the basis that it will be delivered in house to organisations. It is not sold commercially.

If organisations with less then 12 people needing the training wish to join together and share costs, this is also possible for the one day price – venue must be provided. This is a cost effective option for smaller providers or if freeing up staff is a problem.

Optional certificated assessment paper £10 per person – enquire for more details.

For more information please contact Muriel McLeod:
 [email protected]
 0131 663 4444

Learning Outcomes

• The legislation and guidance surrounding the administration and support of medication in social care settings
• Accountability and responsibility
• Principles of care in relation to the handling of medication
• Choice, consent and capacity
• Pharmacology
• Practical considerations.