Alan Webster Consultancies

Training

Schedule of Education and Training Events 2016

Counsellors, therapists, support workers and human service workers employed in education, health and human services sectors engage their work directly with clients.  This work demands that workers have administrative and clinical skills of practice that they can use with clients who are Aboriginal and/or Torres Strait Islander; from culturally and linguistically diverse backgrounds; as well as mainstream clients.  In Australia case work is largely organized through a case management approach to practice, while direct service delivery occurs through counselors, therapists and other personnel demonstrating a knowledge of, and competence in, appropriate helping frameworks, skills and techniques through which to deliver direct services to clients.

In 2016 Alan Webster Consultancies is focusing their training events around case management; trauma; comparative assessments and practice frameworks of grief and loss; trauma; depression; managing child and adolescent behaviours; life story and narrative practices; therapeutic skills development including CBT, mindfulness and acceptance and commitment therapy; and recording practice through skills of case noting and report writing.

Venues and dates for 2016 training events

Trauma; grief and loss; depression:  Comparative assessments and  practice frameworks for appropriate  intervention with clients

  • Brisbane: 08 & 09 March 2016
  • Cairns: 19 & 20 April 2016 
  • Townsville: 3 & 4 May 2016
  • Mareeba: 10 & 11 May 2016
  • Charters Towers: 18 & 19 July 2016
  • Rockhampton: 25 & 26 July 2016

Case management and Recording Human Services Practice

  • Alice Springs: 23 & 24 May 2016
  • Thursday Island: 27 & 28 June 2016
  • Darwin 21 & 22 November 2016

Life story and Narrative Practices with Children and Adolescents

  • Devonport 7 & 8 November 2016
  • Hobart 10 & 11 November 2016

 

Trauma Training: A multi-modal framework for counselling people suffering trauma

  • Tennant Creek: 26 & 27 May 2016
  • Mt. Isa: 07 & 08 June 2016
  • Innisfail: 21 & 22 June 2016
  • Thursday Island: 30 June & 01 July 2016
  • Maryborough: 10 & 11 October 2016

 

Understanding and Managing Child and Adolescent Behaviours

  • Cairns:  12 & 13 July 2016
  • Townsville: 17 & 18 October 2016

You will find more information about each of these training events below.

Note that specific details of cost and venue will be forwarded to you upon your expression of interest to alan.webster@iig.com.au.  Registration forms will also be sent to you upon enquiry of specific or all training events. 

Participants should bring good will, good humour, an inquiring mind and a desire to link and learn with others engaged in direct human services work.

Lunch, morning and afternoon teas are supplied. All workshop booklets and other materials are supplied.

Attendance certificates will be available to participants at the end of the two day training events.

Be sure to register early to secure your place.  We look forward to hearing from you.

Trauma; grief and loss; depression: Comparative assessments and practice frameworks for appropriate intervention with clients

Rationale for this training Trauma, grief and loss, and depression are common conditions in clients presenting at human services organisations.  While presentations of these conditions can appear similar, it is important that therapists, counsellors and support workers  differentiate between them in order to work effectively with clients.

Training Objectives

At the end of this two day training, participants will:

  • know the common and contrasting features of, and between, trauma, grief and loss, and depression
  • be able to undertake a general assessment of clients presenting with characteristics of trauma, grief and loss and/or depression and be able to distinguish a primary presentation among these three conditions
  • have a beginning practice framework inclusive of theory, skills and techniques for engaging with clients presenting with these conditions
  • understand how a recovery model of practice can be used to best help a client presenting with trauma, and/or grief and loss, and/or depression, and
  • know how to stay within their level of competency and refer to psychiatric specialists when indicated.

Trauma Training: A multi-modal framework for counselling people suffering trauma

 

 

Rationale for this training

Trauma is understood through DSM-IV as the exposure of a person to a traumatic event in which the person experienced, witnessed, or was confronted with an event or events that included actual or threatened death or serious injury, or a threat to the physical integrity of oneself or others, and the person’s response involved intense fear, helplessness, or horror.  DSM-V has deleted the subjective aspect of this definition.  However, it is accepted that trauma can result from a single experience, or an enduring or repeating event or events, which completely overwhelms the individual’s ability to cope or integrate the ideas and emotions involved with that experience.  Victims of violence, including domestic and/or family violence, sexual abuse and homicide clearly fit this classic definition of trauma. All human services personnel therefore need this theory and skills base to understand and connect with their myriad clients.

Training Objectives

At the end of this two day training, participants will:

  • Understand how trauma impacts survivors at the levels of body, emotion and cognition
  • Be aware of how attachment theory can be used as a framework for understanding processes of arousal and regulation throughout one’s life
  • Understand how the brain and body store and/or process trauma
  • Learn how the skills and techniques from Mindfulness and Acceptance and Commitment therapies (ACT) can be interwoven with CBT approaches to assist in trauma processing of memory; cognition, feeling, and physiological (body) responses
  • Be able to assess, intervene and evaluate their work through a trauma informed practice framework
  • Have a framework and skills for helping clients engage empowering, liberating and creative strategies to reclaim their lives from the oppression of abuse, violence, or/and relationship difficulties.

 

Life Story and Narrative Practices with children and adolescents

 

Rationale for this training

Work with children and young people is a specialized field of practice within the human services sector.  Human service providers working with children and young people therefore need specialist frameworks and practices through which to engage this target group. This training, brings together the skills and practices of the life story work of Rose and Philpot and the narrative frameworks of Michael White in order to engage practitioners in learning how to help young people develop more nuanced, life enhancing narratives than those currently available to them.

Training Objectives

At the end of this two day training, participants will know how to:

  • help children or young people who have experienced trauma or major disruption in their life, develop a coherent, integrated story/picture of their life.  This storying of self as a whole, contiguous person is essential for identity formation, self-esteem and life meaning making
  • Use attachment and goals of behaviour theories as tools for assessing the internal working maps and needs of young people
  • Use the early narrative maps of Michael White and the data collected through the life story process to help children and young people (a) depict events of their life; (b) validate the richness and the struggles of their life, (c) deconstruct unhelpful discourses, and (d) reconstruct more helpful narratives through which to lead their lives
  • Engage the key concepts of narrative therapy with a young person including those of: externalisation (keeping the problem as the problem, rather than positioning the child or young person as the problem); tracing the influence of the child or young person over the problem; tracing the influence of the problem over the young person; highlighting unique outcomes where the child or young person has resisted the ‘pull’ of the problem in their lives; and teaching strategies for enabling the child or young person to be fully present even in the face of the problem without being trapped by it.

*Note that narrative practices and life story work can be engaged with any person, across the life span

Case Management and Recording Human Services Practice 

Rationale for this training

Case management is the predominant model for the delivery of health and human services in Australia.  Case management is a framework which enables a client’s needs to be assessed holistically and through which a tailor-made program of work is developed to meet these needs in a comprehensive manner. Case management occurs when multiple programs and/or services are engaged over a specific time period to work with a client in order to enhance the client’s participation in society and the economy.  A case manager is responsible for ensuring that this happens in a coordinated, efficient and accountable manner.  Case management is designed to ensure the implementation of a no wrong door, holistic, whole-of-government and non-government seamless service delivery.  Case management is sometimes used interchangeably with care coordination. Regardless of whether or not human services personnel take on a case management role they are expected to record their work. This usually takes place through maintaining accurate and up-to-date case management plans; case notes; summary recordings; reports;  e-mails; letters and minutes of meetings.

Training Objectives

This training has been developed for new and experienced health and human services personnel, including service managers.  Australian literature, policy and case examples are used in this training to provide the following:

  • An overall framework through which to understand and articulate case management practice
  • Clear tools and templates for conducting initial, holistic assessments of client need
  • Clear tools and templates for developing case management plans
  • Practices and processes for targeting and approaching a range of potential partners in the enterprise of service delivery (this includes public and private, charitable, familial and community partnerships)
  • Roles and responsibilities of various stakeholders in the case management process with a particular focus on the roles and responsibilities of the case manger
  • Issues and dilemmas that arise for clients, their families and other partners in the provision of service delivery through a case management model.

Participants will also:

  • Understand the rationale for keeping records of practice
  • Know how ensure that case notes are goal directed and outcomes focussed
  • Know how to keep accurate and pertinent case notes which have direct relevance to the agency mandate, levels of practitioner competence, and conform to state/territory and national legislative and other requirements
  • Know how to summarise reports and documents
  • Structure e-mails and utilise appropriate e-mail protocols
  • Structure and write letters
  • Structure and write minutes of meetings

 

Understanding and managing child and adolescent behaviours

 

Rationale for this training

Working with children and adolescents is a key field in education and human services  practice.  A key to understanding children and young people is learning the language of their behaviour and learning to respond in ways which ensure maximum chance of engaging in interactions congruent with building secure attachments between adults and children.

Training Objectives

At the end of this two day training, participants will:

  • Have a psycho-social framework through which to understand the behaviour of children and young people
  • Learn how to maximise positive environmental and interpersonal conditions in any engagement with children and young people to mitigate against problematic behaviours arising
  • Learn techniques for remaining, and or re-gaining, self-mastery   in the face of problematic child or adolescent behaviour
  • Have a range of techniques upon which to draw when faced with one-to-one behavioural interactions with children and young people
  • Have a range of cognitive, behavioural or strategic techniques upon which to draw when faced with children or young people in group interactions
  • Learn how to act rather than react when working with children or young people
  • Learn how to engage a child’s mutual support system in order to achieve the best outcomes for the child and the group/s in which they interact.

 

     Alan Webster Consultancies  can also design and deliver training programs which more directly meet the needs of your organisation and your staff.  Give us a call and we can discuss this with you

 

Alan Webster Consultancies