SKILLS 

Understand and practice the basics of tapping techniques to help people overcome their anxiety.

Sexual behaviour is the most common behavioural indicator of child sexual abuse. However, not all sexual abuse correlates with sexualized behaviour and not all sexualized behaviour is correlated with sexual abuse. Other precursors to this behaviour could include:

• Family sexuality
• Nudity and sexuality in the media
• Domestic violence
• Physical abuse
• Neglect

This one day course is designed to introduce participants to some of the causes of sexual behaviour in children, how to engage with children about their behaviour, and be able to differentiate between normal exploratory activities and behaviours that may point to deeper concerns about the child’s well-being.

CBT examines how a person can develop patterns of thinking about themselves, others and the world and how this can contribute to getting stuck in repeating patterns of behaviour. This course provides insight into how, by changing our thinking, we can live more fulfilling and autonomous lives. It explains the key principles of CBT and their practical applications, examines patterns of thinking and identifies undermining cognitions and helps to develop respectful challenging skills to develop new patterns of thinking

The fastest growing preferred therapy since CBT coming out of Australia, sometimes described as the ‘3rd wave’ in Behavioural Psychology it provides a synthesis of valued concepts and practices from a range of established therapies. ACT provides a framework for exploring the complex relationship we have with…ourselves, understanding our core values and how these might be compromised by our life experiences and what we are ‘taught’ to think. It will explore the concept of ‘cognitive fusion’, look at how we avoid experiences which maintains a predictable and habitual response to challenging events in our lives. To explore and become familiar with the 6 core principles of ACT.

This is for professionals and others who wish to improve their skills and confidence in meeting the needs of people who experience emotions very intensely.

DBT, first published in 1993 by Marsha Linehan, an American Psychologist, is a talking therapy which is mainly used to treat problems associated with Borderline Personality Disorder. It is based on Cognitive Behavioural Therapy (CBT) but modified specifically to deal with intensely distressing behaviours and emotions such as: repeated self-harming; suicide attempts; use of drug and alcohol to control painful emotions; eating problems and chronic difficulty in relationships. Why was DBT developed? What is the difference between DBT and CBT? The fundamental assumptions of DBT. Explaining Borderline Personality Disorder. How does DBT work and why? Projective identification, splitting and worker burn out. What are the techniques involved in using the DBT approach? What role does mindfulness play in this therapy? Does it work?

This course is for anyone who wishes to enhance their communication skills in the work place. Informed by the principles of Neuro Linguistic Programming and Motivational Interviewing, the course elucidates the importance of reflective listening from a neurological perspective. The process of being heard and understood is an essential step in moving from an emotive and reactive stance (Sympathetic Nervous System) to an objective position which allows for rational decision making and committed actions (Parasympathetic Nervous System). From this understanding, we then explore different approaches to supervision within the workplace, and how to effectively differentiate between clinical and managerial supervision. The facilitator is an experienced psychologist with many years’ experience in management and supervision training and practise.

Public speaking is often rated as one of the most avoided and feared experiences of people’s lives. To facilitate a group and speak in public may also prove to be one of the most rewarding activities when one develops the skills and confidence to read an audience and drop the pretence and mask of self-conscious professionalism and become a communicator rather than a speaker.

 This course aims to introduce participants to some graded techniques for overcoming anxiety in public speaking, without pushing anyone into a state of anxiety. It will be tailored to the needs of each participant. The course will then focus on some of the important skills associated with efficient and effective group facilitation for managers, leaders, and facilitators. Stress reduction techniques will be experienced and an introduction to the effective use of listening, communication, conflict resolution, and group process will all be canvassed throughout the day.

Drawing from the work of William Miller, Judy Barr, Bob Resnick and others, this course is designed to provide participants with an opportunity to consider “what makes people tick”, and how we can develop interventions to help our service users achieve sustained change.

The course will include both didactic teaching and interactive exercises/skills practice with regular opportunities to reflect on how the content may have personal meaning for us.

The course underlies the importance of the relationship and working alliance between service user and practitioner, whilst integrating practical intervention tools and models which can be applied in a wide variety of settings.

This course focuses on teaching listening and communication skills for people without official qualifications in counselling who are in a supportive and helping role. It is suitable for support workers, voluntary workers, teachers, nurses, social workers and any other role that involves dealing with people who may be experiencing emotional distress and who need to talk to someone.

The course will present some of the core skills and understandings essential to be of assistance to another. It is presented from a humanist perspective and is informed by the core notion that what people seek most deeply is emotional contact with their fellow human being. The importance of being heard and understood as a pre requisite to emotional healing

• 1. Reflective listening fundamentals and skills training
  2. Understanding the development of a negative self-concept that traps people into states of low self-worth and low self-esteem.
  3. Understanding the fundamentals of anxiety and depression
  4. Becoming aware of the key principles of genuineness, empathy and unconditional regard (Rogers Core Conditions) essential for positive experience of counselling
  5. The importance of establishing and maintaining a therapeutic relationship with a thorough understanding of the need for boundaries. What do these look like and what are the risks associated with emotional over involvement in the counselling relationship
  6. Understanding Egan’s 3 stage model of Exploration, Understanding and Action.
  7. According to Egan: Helping could be seen as client learning. The outcomes may manifest as changes in cognitions, behaviours or feelings resulting in real gains in managing problem situations and developing opportunities … not just good feelings toward the therapist or enjoying the sessions. Has there been actual change?

Understanding the meaning and role of emotions in people’s lives and how to help people build emotional awareness and control. Specifically we will become familiar with the work of Daniel Goleman which identifies five components of emotional intelligence

Emotional self-awareness

Self-regulation

Motivation

Empathy

Social skills

Participants will then be invited to explore their own experiences of emotional distress and work towards a greater understanding and practise of emotional resilience and self-care. The course is facilitated by an experienced psychologist who will provide practical tips and exercises appropriate for all levels of knowledge and experience. 

An away day incorporates a range of group exercises and discussions which are aimed at learning something about group process, coping with stress, the importance of communication and humour and feeling comfortable in a group of often disparate and unique individuals. I often deviate from the prepared material depending on the needs and responses of the group. I have never been accused of “death by power point”. Essentially I focus on the way that a team communicates, looking at the foundations of prejudicial attitudes and a model of flexible and adaptive interactions (based on a Humanist approach). Understanding stress and how best to alleviate and deal with it is an important part of many of the group exercises incorporated in the day. It all sounds very in depth when I write it, but it is a fun day with lots of laughs and members of the team learning more about each other.  

Objectives: By the end of the session participants will be able to:

1. Recognize the range of eating disorders currently classified
2. Be aware of the proposed causes of eating disorders, including biological and environmental explanations
3. Identify the link between certain types of trauma and eating disorders
4. Recognize the higher prevalence of certain types of eating disorders with Learning Disabilities
5. Become familiar with various approaches to treatment and support for those with an eating disorder