Our young people, foster
carers and staff deserve the
best — which is why Jonathan
has been and remains a
very regular fixture on our
training calendar!right quote mark
Toni Reedman
Head of Learning
& Development PICS
Integrated Services
Programme

Social Care Staff courses

Click on training course title opposite to see:
Title
Course aims
Learning outcomes
Duration

All training is delivered within the context of current legislation and research, and can be tailored to meet the specific needs of your agency.

Standard course length is 10am-4pm in order to meet the aims and learning outcomes specified. However shorter cources can be arranged depending on your individual requirements.

The Role & Responsibilities of the Supervising Social Worker

Aims

To provide the opportunity for Supervising Social Workers to gain greater clarity about their role and responsibilities and how it is underpinned by the 2011 Fostering Services Regulations, Guidance, and National Minimum Standards and the Training, Support and Development Standards for Foster Care

Learning outcomes

By the end of the course participants will:

Have gained a thorough understanding of the tasks and responsibilities of the Supervising Social Worker (SSW), as underpinned by the 2011 Fostering Services Regulations, Guidance, and National Minimum Standards and the Training, Support and Development Standards for Foster Care
Be clear about their safeguarding and monitoring role by identifying ‘neglect’ and poor standards of care
Be able to identify effective and unhelpful supervisory models
Have gained a thorough understanding of the three key elements in the SSW’s role of accountability, support, and development
Have drawn up a supervision contract which incorporates a helpful and effective working checklist
Be clear about the role of supervision vis–à–vis the regulatory annual foster carers review and the related training and development plan for foster carers
Have gained skills in applying Honey & Mumford’s learning styles and its relevance to foster carer development
Be able to deliver effective developmental feedback to foster carers
Have gained an understanding of how Whitmore’s GROW coaching model can be applied in the supervisory role

Duration
One Day


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Competency Assessment Skills

Aims

For course participants to examine, and reflect on their experience of the assessment framework

Learning outcomes

By the end of the course participants will:

Be clear about the risk assessment dimension when assessing foster carers
Be clear about the recommendations of the Part 8 Review for Brighton & Hove ACPC by Alyson Leslie of JAS, and its relevance to fostering assessments
Have an understanding of the impact and influence of their own values and beliefs when undertaking assessments
Be clear about the competencies which are required within the 2011 Fostering Services Regulations, Guidance, and National Minimum Standards
Have reviewed various methods of gathering evidence
Have examined effective methods of gathering evidence which have been proven to be valuable in practice and share this information with each other
Have had an opportunity to consider ‘live’ issues from assessments in progress and explore various options they present
Be able to use a resource list of books, DVDs and websites for gathering evidence during an assessment

Duration
One Day


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The Role and Responsibilities of the Fostering Panel

Aims

For Panel members to have a more consistent approach to their ‘recommendations’ for approval

To summarise the Panel members’ individual roles and responsibilities

Learning outcomes

By the end of the course participants will:

Be clear about what the 2011 Fostering Services regulations, Guidance, and National Minimum Standards requirements are regarding the composition and function of the Panel
Be clear about how Panel members ensure the welfare of children in foster care is safeguarded
Be clear about the recommendations of the Part 8 Review for Brighton & Hove ACPC by Alyson Leslie of JAS, and its relevance to fostering assessments
Have had an opportunity to explore how a Panel’s quality assurance function can be effective in assuring consistency of approach in the assessment process
Be clear on what types of evidence they are looking for in assessment reports
Have had an opportunity to explore the themes and topics identified by the Assessing Social Worker’s, in order that the quality of agency assessments can continue to be a consistently high and safe standard
Have agreed an action plan for effective Panel workers in the future

Duration
One Day


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Child Protection — The Safeguarding Role of Supervising Social Workers

Aims

To develop Supervising Social Workers understanding of the Child Protection process

Learning outcomes

By the end of the course participants will:

Have gained a clear understanding of what abuse and neglect is; as outlined in ‘Working Together to Safeguard Children’
Be able to assist foster carers in recognising risk factors and warning signs of possible involvement with child sexual exploitation
Be clear about their safeguarding and monitoring role by identifying ‘neglect’ and poor standards of care
Have explored and examined ways of ensuring the foster carers they supervise manage ‘disclosure’ appropriately
Be able to assist foster carers they supervise to identify the possible signs and symptoms of bullying including cyber-bullying
Have considered strategies that their foster carers can use for dealing effectively with bullying and cyber-bullying
Be able to ensure that the foster carers they supervise can identify the possible ‘tell-tale’ signs of children and young people’s involvement with gangs
Be able to ensure that the foster carers they supervise develop internet safety guidelines for children and young people in the foster home
Be able to assist foster carers they supervise to be familiar with anti-bullying and internet safety websites in their safeguarding role as a foster carer
Be able to assist foster carers they supervise to consider how best to safeguard children and young people when they are using social networking sites

Duration
One Day


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Social Pedagogy — An Introduction for Supervising Social Workers

Aims

To provide the opportunity for Supervising Social Workers to gain greater clarity regarding the recent introduction of social pedagogy to the fostering task.

Learning outcomes

By the end of the course participants will:

Be able to define what is meant by social pedagogy
Be conversant with the social pedagogic concept of ‘Head, Heart and Hands’
Have a clear understanding of the core concepts and theories in social pedagogy including: Diamond Model, Learning Zone Model, Zone of Proximal Development, Common Third
Have considered and examined the relevance of reflective practice within social pedagogic framework
Be able to convey to foster carers the principles of social pedagogy in their day-to-day task of caring for children and young people
Have a resource list of books and websites providing further information to underpin knowledge and their understanding of social pedagogy

Duration
One Day


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Time Management

Aims

To provide an opportunity for participants to identify strategies to manage workloads and enable more efficient use of their time

Learning outcomes

By the end of the course participants will:

Have completed a time log and analysed how effectively they spend their time
Be able to identify their own particular ‘time wasters’
Know how to master effective use of their paperwork and e-mails
Understand how to apply the Pareto Principle to their workload
Be able to apply Stephen Covey’s ‘Prioritising Quadrant’ for improving their time management
Have gained the necessary skills to handle unhelpful interruptions
Have explored strategies that can be applied to reduce the habit of procrastinating
Have gained and applied the necessary techniques of saying “no” to assist in managing workload and time

Duration
One Day


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Stress Management

Aims

To provide an opportunity for participants to identify sources of stress, and how these can best be managed

Learning outcomes

By the end of the course participants will:

Have developed their understanding of stress and its effects
Have identified the possible signs and symptoms of stress
Have developed a clear understanding of what happens physically and psychologically to them when they have become stressed
Have identified the specific nutrients the body needs and uses for responding to stress
Have gained a clear understanding of the concept of ‘flow’ and its importance in responding to stress
Have a clear understanding of mindfulness
Have developed a greater understanding of how the way they think about a situation can sometimes have a direct bearing on the amount of stress they experience
Have gained a clear understanding of the strategies to manage stress
Have developed a manageable plan for effectively responding to stress

Duration
One Day


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The Art of Persuasion — Negotiation & Influencing Skills

Aims

Examine the most effective ways to influence other professionals

Learning outcomes

By the end of the course participants will:

Have considered why influencing & negotiating skills are essential skills to possess
Have explored and identified their own dominant influencing style
Have explored what components make an effective influencer and negotiator
Have gained the necessary skills to influence others in meetings
Have explored the most effective ways to deal with resistance when endeavouring to influence other professionals

Duration
One Day


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Assertiveness Skills

Aims

To provide skills and techniques to assist staff in behaving assertively

Learning outcomes

By the end of the course participants will:

Have a clear understanding about what it means to be assertive and understand its importance
Be able to recognise when they are behaving in an assertive, aggressive or passive manner
Be able to recognise the non-verbal aspects of passive, aggressive, and assertive behaviour
Have gained and applied the techniques of saying ‘no’, the ‘broken record’ and the ‘workable compromise’ to assist them in behaving assertively
Have learned how to apply the four-part ‘I’ message when giving feedback to another person about their behaviour
Have learned the skills and techniques for resisting manipulation and coping with criticism through the application of ‘fogging’, ‘negative assertion’ and ‘negative enquiry’
Be more confident about choosing to behave assertively in their role
Have practiced being more assertive using case scenarios

Duration
One Day


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Train the Trainer

Aims

To gain the necessary skills and confidence to run or co-run training sessions and courses

Learning outcomes

By the end of the course participants will:

Have an understanding of the necessary skills to design and deliver effective training
Have looked at some theoretical frameworks about how people learn
Have considered the implications of working with different learning styles and the opportunity to explore their own learning style
Be conversant with techniques and skills regarding how to handle resistant and difficult participants
Have had the opportunity to learn about and practice some training/facilitation skills and techniques
Be conversant with Tuckman’s 5 stages of group development and how this can be applied when completing group work as a trainer
Have had the opportunity to give a 10 minute presentation incorporating their learning
Have received constructive feedback from their peers and the course facilitator, following completion of a 10 minute presentation

Duration
Three Days


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